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Grade Theodore Roosevelt’s Public Relations, Communication, and Charisma:Public relations and communication refer to the ability of a president to effectively connect with the American people, convey the president’s agenda and the current affairs of state to the public, and rally Americans in times of crisis. Presidents also sometimes make gaffes or slips in speech that can damage the presidency or unnerve the American people – you also need to consider if presidents make these mistakes. This category also asks you to consider the charisma of the president. In other words, is the president charming, likeable, personable, and photogenic/television-friendly. These qualities not only influence a president’s popularity, but also the president’s ability to establish a connection with the public and advance the presidential agenda.

Grade Grover Cleveland’s Non-Presidential Life:Many times, a president makes as much, if not more, of an impact outside of the White House than inside. In other cases, presidents have unremarkable public lives outside of the Oval Office. In this category, your job is to evaluate how much of an impact on America (positive, negative, or neutral) a president had both prior to and after assuming the presidency. Be sure to describe the president’s background, career, and accomplishments when evaluating their non-presidential contributions.

Grade Grover Cleveland’s Economic Policy:Economics relate to the president’s handling and management of the country’s economy, labor relations, taxes and tariffs, domestic and foreign trade, business regulations, protections for workers, the American standard of living, and the federal budget (government expenditures and deficits). When examining a president’s handling of the economy, consider the economic situation inherited by the president (for example, consider if the economy and economic issues improve or decline during the person’s presidential tenure). Try to evaluate how the president responds to the economic situation of the era – does this person effectively address economic problems like inflation or unemployment during economic crises? – Does this person manage the economy well during an economic boom? Keep the context in mind as you assign this grade.

Grade Chester A. Arthur’s Foreign Policy:Foreign policies include all legislation, political agendas, attitudes, and activities relating to the United States’ relations with other countries and international organizations. This area includes issues relating to diplomacy, statecraft, military and warfare, foreign trade and agreements, alliances with foreign powers, and activities relating to international organizations. Like domestic policies, this is a sweeping category and one that should be given considerable attention while grading your presidential report card

Grade James Garfield’s Non-Presidential Life:Many times, a president makes as much, if not more, of an impact outside of the White House than inside. In other cases, presidents have unremarkable public lives outside of the Oval Office. In this category, your job is to evaluate how much of an impact on America (positive, negative, or neutral) a president had both prior to and after assuming the presidency. Be sure to describe the president’s background, career, and accomplishments when evaluating their non-presidential contributions.

Grade James Garfield’s Foreign Policy:Foreign policies include all legislation, political agendas, attitudes, and activities relating to the United States’ relations with other countries and international organizations. This area includes issues relating to diplomacy, statecraft, military and warfare, foreign trade and agreements, alliances with foreign powers, and activities relating to international organizations. Like domestic policies, this is a sweeping category and one that should be given considerable attention while grading your presidential report card

Grover Cleveland’s Overall Grade As President:After you have evaluated the president in each category, you will be asked to assign an overall grade. In the feedback for this category, you will need to justify which qualities and categories you found to be the defining aspect or aspects of the presidency. This is not an exercise to just average out the total grades from the other categories; instead, you need to provide greater weight to categories that helped define that particular person’s presidency. While this is a subjective exercise, you do need to give answers that are justifiable, both in the grade that you assign and in terms of what you prioritize for the overall grade. Make sure to provide lots of evidence to support your decision.

In 1960, a non-violent protest to desegregate a Woolworth’s store became known as [BLANK-1]. Led by young college students, this protest was quite typical of the type of social action taken by America’s youth during the decade.

Betty Friedan and Simone de Beauvoir were important figures of [BLANK-1], which focused more on social and economic rights rather than legal rights.

The Election of 1884 largely became a battle of personal character between the candidates, the Republican James G. Blaine and the Democrat Grover Cleveland. Blaine had been associated with several political scandals while Cleveland had fathered a bastard child with Maria Halpin (by rape, according to the mother of the child who Cleveland ultimately had placed in an insane asylum). A popular campaign refrain was “ma, ma, where’s my pa? Gone to the White House, ha-ha-ha.” Voters ultimately decided in favor of Cleveland in a close election that hinged on his home state of New York. Cleveland admitted an illicit relationship with Halpin (but fell short of claiming the child was his and outright denying the rape claim) and voters claimed to appreciate his honesty in personal affairs more so than Blaine’s denial of political corruption. Blaine’s connection to an anti-Catholic campaign slogan criticizing the Democratic party of poor morals, connection to the Civil War, and to Catholic immigrants also helped sink his campaign. The slogan, [BLANK-1], led many Irish immigrants in New York to vote for Cleveland, ultimately swaying the election. Cleveland’s personal scandals did not end with his election. In 1886 he married Frances Folsom in the White House, becoming the first sitting president to marry. The 21-year-old Frances was 28 years younger than the president on their wedding day. The age gap was further complicated by the fact that she had been his law partner’s daughter whom he had known since she was an infant; when her father died when she was 11, Cleveland became her legal guardian and he helped raise her from that point forward. Rumors also abounded that Cleveland beat women, however, Frances maintained throughout her life that this was not true.