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The Election Process: A High School Unit in Politics

Learning Module

Why is Teaching the Election Process Important?

In this unit on the election process, we will focus on the election process, past and present, platforms of political parties, current and past candidates, political ads, and the process of mock debates and elections. Incorporating this type of unit into the curriculum allows students a vital transferable skill: participation. According to an article from the Journal of Youth Studies, participation is one of the "cornerstones of any democratic system." It is a way to show presence and a way to "pressure governments to act in response." Lately, this participation has been decreasing, not only nationwide, but around the world as well. There is a political gap related to personal resources. This unit is to counteract that gap and encourage more participation and discussion. It is intended for election years, but can be easily adapted to non-election years.

This unit is also to encourage civil discourse. You may be surprised to learn that "59 percent of Americans believe too many people are easily offended these days over the language that others use" (Zubatov, 2016). This is not to condone hatred and bigotry, but to have students understand that it is appropriate to discuss important matters, just in a civil way. It is to teach the "process of democracy" (Drummond, 2015). This unit will give them those skills by debating hot button issues and discussing relevant topics. 

The idea of a flipped classroom is also integrated into this unit. The flipped classroom is when you simply flip homework and lessons. Lessons are viewed at home through videos or some other form of media. Homework/classwork and supplementary assignments are shared during classtime so that the teacher becomes a guide while students discuss, analyze, and work together to determine the meaning of the lesson. 

This unit is also based highly on the learning by design pedagogy. Students focus on experiencing the known and the new, conceptualizing by naming and with theory, analyzing functionally and critically and applying appropriately and creatively. The Learning by Design pedagogy uses multimodality which incorporates different forms of learning styles into the lessons, such as written language, oral language, audio representation, and gestural representation to name a view. Using these modes of learning, this unit supports the ever-changing way our students learn.

Standards:

This unit focuses on the Illinois Learning Standards for Social Science, in particular:

Civic and Political Institutions

  • SS.CV.1.9-12: Distinguish the rights, roles, powers, and responsibilities of individuals and institutions in the political system.
  • SS.CV.2.9-12: Evaluate the opportunities and limitations of participation in elections, voting, and electoral process.
  • SS.CV.4.9-12: Explain how the US Constitution established a system of government that has powers, responsibilities, and limits that have changed over time and are still contested while promoting the common good and protecting rights.

Participation and Deliberation: Applying Civic Virtues and Democratic Principles

  • SS.CV.5.9-12: Analyze the impact of personal interest and diverse perspectives on the application of civic dispositions, democratic principles, constitutional rights, and human rights.
  • SS.CV.6.9-12: Describe how political parties, the media, and public interest groups both influence and reflect social and political interests.
  • SS.CV.7.9-12: Describe the concepts and principles that are inherent to American Constitutional Democracy.

Processes, Rules and Laws

  • SS.CV.8.9-12: Analyze how individuals use and challenge laws to address a variety of public issues.
  • SS.CV.9.9-12: Evaluate public policies in terms of intended and unintended outcomes and related consequences.
  • SS.CV.10.9-12: Explain the role of compromise and deliberation in the legislative process. 

In this unit, students may/will use the following technologies:

  • Poll Everywhere - easy to use live participation 
  • Edmodo - safe way to collaborate with students, parents, and staff
  • Slack - messaging app for groups
  • Powtoon - creating animated videos and presentations
  • Youtube - media platform for flipped classroom if you choose
  • Admaker - Students create their own political ads

KWL: Election Process

For The Students

 

(Watch CNN Student News for current events update)

Have you ever been a part of an election process? This can include a school election or any type of voting process. What were the outcomes? What was the procedure like? Using the K-W-L Chart below, think about what you know about any type of election process and write down your thoughts in the "What I Know" section.

Discuss as class what each student knows. Write down any more information in the first column. Now discuss as a class what you would want to know or understand throughout this unit. Write this in the middle column "What I Want to Know."

Watch the following two videos:

Media embedded October 3, 2016
Media embedded October 3, 2016

As a class, discuss and write down what you have learned from the two videos. Discuss what you still have questions on. They will be answered throughout the unit.

Update: Using the classroom edmodo group, respond to the topic entitled How to Become President of the United States. Complete the Election Vocabulary Assignment that is attached in Edmodo.

For The Teacher

Objective: 

  • Students will be able to activate prior knowledge about election processes.

Materials Needed:

  • KWL Chart for each student
  • Edmodo accounts for each student (or another media platform for communication)

Rationale For Lesson:

This lesson is to connect what students know about the election process and to learn from each other. It also uses media sources to enrich their understanding and learning. This lesson is to also provide a launching platform that will encourage a willingness to be involved in the election process and understand current events. 

For Update: 

Create a post on edmodo entitled How to Become President of the United States. The update should read as follows: Review the attached poster of how to become president of the united state. Respond with 3 things you found interesting and why. Responses should be 50 words. 

For Update Cont.: Attach the following worksheet to the classroom edmodo group. Have students complete before next class. 

election-vocabulary.pdf

Resources:

​https://www.youtube.com/watch?v=ok_VQ8I7g6I

https://www.youtube.com/watch?v=V6s7jB6-GoU

https://www.youtube.com/watch?v=W9H3gvnN468

https://gsa-cmp-fileupload.s3.amazonaws.com/president-poster_0.png

https://www.usa.gov/election#item-211441

Election Vocabulary and Civil Discourse

For The Students

(Watch CNN Student News for current events update)

Today you are going to discuss civil discourse. What is civil discourse? How does it relate to democratic debates? Now look at the picture below. What do you think it is trying to say?

You will learn how to use the ARE method of argument construction. This is connected to the democratic way of engaging in debates. They will also be learning about the Four-Step Refutation process. This teaches you how to disagree by using effective and reasonable language. Listen to your teacher discuss the ARE and Four-Step Refutation methods for proper, appropriate, and democratic debates. Using the template for Cornell Style Notes that your teacher gave you, keep track of the main ideas and details while also summarizing the lesson.

After discussion, use the questions provided by your teacher to create small mock debates using the methods you have learned. Describe how you felt during the debates and what could have been better. Keep these ideas in mind throughout this unit.

For Update:

Using the classroom edmodo group, respond to the update entitled PBS Election Central. 

For The Teacher

Objectives: 

  • Students will be able to define vocabulary related to the election process
  • Students will learn to turn their opinions into arguments using the ARE method of argument construction; 
  • Students will learn how to engage the arguments of others using a process called Four-Step Refutation.

Materials Needed:

  • Outline for notes - (Cornell Style)
  • Debate questions for practice use of ARE and Four-Step Refutation methods

Rationale For Lesson: 

This lesson is to be a scaffolding lesson for future lessons surrounding arguments and debates. Students need background information for debates so that they can appropriately collect their thoughts and turn them into arguments and counterarguments.

Procedure:

Go over Election Vocabulary worksheet with students. Correct any mistakes. Today students will learn how to use the ARE method of argument construction. Explain to students that this is connected to the democratic way of engaging in debates. They will also be learning about the Four-Step Refutation process. This teaches students how to disagree by using effective and reasonable language. 

Adapted from Teaching Tolerance's lessons for civil discourse Chapter 2 and Introduction to Refutation. Review before teaching.

Have students use the Cornell note taking style (Main Ideas, Details, Summary):

Give several examples of arguments to show the process of both the ARE method (Assertion, Reasoning, Evidence) and the Four-Step Refutation method (Restate, Refute, Support, Conclude). An example might include questions such as "should marijuana be legal?" or something less political, "should schools wear uniforms?" Have students use the ideas that they have learned from the lessons.

For Update:

Post on the edmodo classroom group entitled PBS Election Central. The update should read as follows: Focusing on the election 2016 news, choose an article that interests you. Summarize article/video in 2-3 sentences and post to the classroom edmodo group. Comment on 3 other students.

Resources:

Adapted from Teaching Tolerance 

http://illinois.pbslearningmedia.org/collection/election-central-2016/?topic_id=2341

Why Do We Have Elections?

For The Students

 

 

(Watch CNN Student News for current events update)

Why do we have elections? Discuss with your table. Watch the following video provided by your teacher on Election Foundations. What did you learn? What did you already know? 

Elections Foundations

Using the Internet, in groups or on your own answer the following questions from reliable sources: 

  • When did elections come about and why?
  • What are the office requirements for the president of the United States?
  • What is the electoral college for?
  • What is the popular vote?
  • Do you think your vote counts?

Using a posterboard and the following rubric, create a graphic organizer/inforgraph that answers all 5 questions. Make sure to follow the rubric provided by your teacher. Volunteer to discuss your findings.

For Update: 

Using the classroom edmodo group, respond to the topic entitled Which Candidate Are you? 

Watch a tutorial on powtoon. Create an account if do not have one already.

For The Teacher

Objectives: 

  • Students will be able to understand the history of elections in the United States
  • Students will be able to analyze the history of elections and connect them to current elections.

Materials Needed:

  • Posterboards
  • 1:1 technology if possible (group students if needed)
  • Poster Rubric

Rationale For Lesson:

This lesson is to promote understanding of why we have elections. Students need to understand the history of elections and why they are important for a democratic society. This lesson utilizes students creativity while also connecting to their prior knowledge. It also gives them an option to discuss their opinions on the election process. 

For Update: 

Create an update on the classroom edmodo group entitled Which Candidate Are You? The update should read as follows: Complete the quiz attached and create an update based on your results. You can be as specific (like sharing your match and political views) or as vague (like discussing what you found interesting or issues that you have not thought about) as you want so as to protect your political identity. (Find Your Match). Responses should be at least 50 words. Respond to 3 of your classmates updates.

Have students watch a tutorial video for powtoon as well as create their own accounts if they have not already done so.

Resources:

https://www.youtube.com/watch?v=48EZKXweGDo

http://2016election.procon.org/2016-election-quiz.php 

Platforms of the Political Parties

For The Students

(Watch CNN Student News for current events update)

Watch the following video provided discussing the history of political parties. Discuss any questions or opinions on the video.

Media embedded October 3, 2016

Using powtoon (or another animation website of your choosing), you will be creating a short animation video based on the 5 political parties. Break off into groups of 3 and research the 5 political parties: Republican, Democrat, Green, Libertarian, and Constitution Parties. Use the following websites to gain information about each party:

  • Democrats - https://www.democrats.org/
  • Republicans - https://www.gop.com/
  • Green Party - http://www.gp.org/
  • Libertarian Party - https://www.lp.org/
  • Constitution Party - http://www.constitutionparty.com/

You may use other resources but must answer the following 2 questions for each party:

  • What is their main ideology?
  • What are 2 main issues that are important to that party?

Use the following link to view a rubric for your Powtoon. Powtoon Rubric

If you prefer to use a different animation website, you are allowed to do so (scratch, animaker, etc.). It does not matter how long the video is, as long as it answers the questions for each political party. Use the powtoon grading rubric.

For Update: Using the edmodo classroom group, answer the update entitled Powtoon Political Platforms. 

For The Teacher

Objectives: 

  • Students will gain an understanding of the creation of political parties in the United States.
  • Students will be able to distinguish the different ideals of 5 political parties.

Materials Needed:

  • 1:1 technology if possible
  •  Powtoon Rubrics for each student

Rationale for lesson: 

This lesson is to incorporate what they know into media. By putting them in groups, it promotes teamwork and learning about people. They are also learning how to use different software. The hope is that this ignites a fire inside of them to use different forms of media in their homework or projects (without someone asking). This lesson is to also promote students being more involved in politics and understanding the role each party plays. 

For Update: 

Create a post on the classroom edmodo group entitled Powtoon Political Platforms. The update should read as follows: Post your completed powtoon video with the title of your choosing that is specific to your group. Choose another groups video. Using the attached rubric, create a peer review. This will be completed on your own and be handed in to the teacher next class. Write the title of the groups video on your review along with any comments. Please remember to be respectful and give constructive criticism. (Powtoon Grading Rubric)

Resources:

https://www.youtube.com/watch?v=VAKo0c3RD4o

Powtoon Grading Rubric

Powtoon Tutorials

Create a Candidate "Farcebook" Page

For The Students

(Watch CNN student news for current events update)

Do you have a facebook? How often do you use it? What are the benefits? 

Today you will be creating farcebook pages based on current political candidates or office holders. Choose a candidate/office holder based on the directions from your teacher.

Here is an example:

If it is an election year, choose a candidate from one of the 5 parties discussed in an earlier lesson (some students will have the same candidate). If it is not an election year, choose an office holder, past or present. The intention of this "farcebook page" is to be focused on the political aspect of that individual. Be creative but also use reliable resources to gather their information. Reseach information based on your candidate/office holder.

Depending on what your teacher chooses, you will either use the online version or the paper version of the "farcebook page" from Teacher's Discover.y Create your poster and share. Use the poster rubric from a previous lesson.

For Update: 

Answer the poll on edmodo entitled What Issues Should We Debate? 

Register for the Living Room Candidate. It is free and will be used to create political ads for next class. You will need an email address to sign up. Review the "admaker" aspect of the website.

For The Teacher

Objectives: 

  • Students will be able to analyze a current individual political candidate/office holder.
  • Students will be able to creatively compose a "farcebook page" based on that individual candidate/office holder.

Materials Needed:

Rationale For Lesson:

This lesson gives students a chance to connect politics to the world of social media. It is a way for them to be creative and use critical thinking skills to apply what they know about that particular candidate and their political platform to a current, personal media.

For Update: 

Using the edmodo classroom group, create a poll entitled What Issues Should We Debate? The options should include issues that are relevant to political candidates as well as the students. Use the following website to gather ideas that you think your students would be interested in. (ProCon). Choose the top 5 topics to use for the debate.

Have students register for the Living Room Candidate for next class and review the admaker aspect. (As a teacher, you should be registered as well to receive lesson plans. Navigate the website so that you are comfortable using it during class.)

Resources:

http://farcebook.us/ 

http://www.teachersdiscovery.com/product/18712/fill-in-the-blank-farce-book

http://www.procon.org/debate-topics.php

http://www.livingroomcandidate.org/register

Political Ads

For The Students

(Watch CNN student news for current event update)

Watch the following ad.

Media embedded September 25, 2016

What were the elements of the commerical? How did it make you feel? What did you think the commerical was about? Today we are going to discuss political ads.

Imagine that you are creating a television ad for a product, such as soap.

  • Who would your audience be? Would it be a general audience, or would you want to target a specific group?
  • What would you want viewers to think about the product?
  • What arguments would you want to make? How would you support these arguments in the ad?
  • How would you want viewers to feel about the product?
  • How would you want viewers to think and feel about competitors' products?
  • What sounds and images would you use in their ad? Why?

A political ad, like the soap ad from the discussion above, uses sounds, images, and factual claims to make arguments and to influence the way that voters feel.

Now imagine that they are making an ad for a presidential candidate. Consider the same questions you answered in the preliminary discussion:

  • Who would your audience be? Would it be a general audience, or would you want to target a specific group?
  • What would you want viewers to think about the candidate?
  • What arguments would you want to make? How would you support those arguments?
  • How would you want viewers to feel about the candidate?
  • How would you want viewers to think and feel about the candidate's opponent?

You will be watching a series of ads and evaluating their effectiveness. The first issue you will focus on is intended audience. You will contrast an ad made for a general audience ("Surgeon") with an ad that targets a more specific audience ("Yes We Can," which is geared towards a young audience). Screen "Surgeon" (Clinton, 1996) and "Yes We Can" (Obama, 2008).

Questions for discussion:

  • Does this ad target a general audience or a specific audience? How do you know?
  • Do you think these ads were effective? Why or why not?
  • "Yes We Can" was a web ad that targeted young voters. Why was this audience important in the 2008 election?
  • What are some other audiences political campaigns might want to target? Think about age, race, social class, gender, and region.

Follow along with the teacher's directions on the remaining ads. After lesson on ads, log on to The Living Room Candidate

Fill in the venn diagram based on the teachers directions. Use the admaker to create your own political ad using the admaker rubric provided by your teacher. Once you have completed your ad, you will be showing them in front of the class. You will be assigned to peer review a classmate's ad as well. Once split up in your debate groups, sign up for slack and create your group.

For Homework: Using the edmodo classroom group, respond to the update entitled Debate

For The Teachers

NOTE: This lesson is intended for more than one class period.

Objectives: 

  • Students will analyze types of political ads and their purposes.
  • ​Students will create their own political ads.

Materials Needed:

  • 1:1 technology if possible
  •  Venn diagram graphic organizer for each student
  • Admaker Rubric for each student

Rationale For Lesson:

This purpose of this lesson is to understand how important media is to our society, from our lives to the lives of the most influential figures in our country and world. It is also for collaboration outside of the classroom.

Procedure:

Students will be discussing different types of ads, both commerical and political. Tell students they will be watching a series of ads and evaluating their effectiveness. The first issue they will focus on is intended audience. They will contrast an ad made for a general audience ("Surgeon") with an ad that targets a more specific audience ("Yes We Can," which is geared towards a young audience). Screen "Surgeon" (Clinton, 1996) and "Yes We Can" (Obama, 2008).

Questions for discussion:

  • Does this ad target a general audience or a specific audience? How do you know?
  • Do you think these ads were effective? Why or why not?
  • "Yes We Can" was a web ad that targeted young voters. Why was this audience important in the 2008 election?
  • What are some other audiences political campaigns might want to target? Think about age, race, social class, gender, and region.

Tell students that ads also need to be effective. That includes emotion (what is the tone, what is the argument), persuasion (the central issue), factual claims (sources, level of truthfulness), and cinematic style (how is it editted, images, sound). Briefly discuss each level. For an in depth anaylsis of these levels of effectiveness, use the full lesson from The Living Room Candidate.

Have students log on to The Living Room Candidate. If 1:1 is not available, use smartboard to show ads.

Using a venn diagram, have students choose two election years, one before 1980 and one after 1980. Compare and constrast the political ads during these two election years. Did they focus on different issues? What was the tone and feeling of each? 

Allow students to view other political ads to gain more information and perspective.

Have students go to the admaker portion of the Living Room Candidate. Explain that they will create their own political ad. Have them keep in mind everything that they have learned about political ads. Pass out Admaker Rubric. Go over rubric and have students begin creating their political ads. This alone may take more than one class period.

Have students show their commercials. Each student will peer review one other classmate using the Admaker Rubric.

For next class, introduce the debate topic. Split the students evenly for the different political parties. You may use the 5 parties that we discussed earlier, or focus on the main parties (democratic and republican). Have students create slack groups with their political party group so that they can communicate easily outside of school. Explain that for the next two class period, students will be researching the topic and holding a debate.

For Update:

Using the edmodo classroom group, create an update entitled Debate. The update should read as follows: The 5 debate topics chosen by the class are ___________. Using your Cornell notes from our lesson on civil discourse, use the ARE method to create an argument for your political party to use for the debate. Post this to edmodo as well as your slack group for feedback. When you are not in class, use slack to collaborate how you will present your arguments. Also choose who will be the facilitator, summarizer, and connector. For information about what these roles are, use the PBS Election Central debates brochure.

Resources:

Adapted from the Living Room Candidate lesson - "What Makes an Effective Ad?"

Admaker Guide

Admaker Rubric

Mock Debate

For The Students

DAY 1

(Watch CNN student news for current events update)

Go over debate rubric. Today you will be working with your group on your arguments. You will be given time to research and practice. Continue to use slack outside of school. Make sure the facilitator, summarizer, and connector are aware and prepared for their roles. Dress appropriately for the debate. 

Use the debate rubric as a starting point. You will be using one class period to create your political parties arguments based on the 5 different topics chosen. For example, if the topic was abortion,  the republican party would create an argument for abortion restrictions, while democrats would create an argument for pro-choice. Use the Compare Political Parties website to start. These arguments may not necessarily correlate with your opinions, but they are important to understand. Include rebuttals for possible posed questions. As a class, you will be holding a mock election based on this debate.

Use scholarly websites, textbooks, and reliable sources to create your arguments. Make sure you are working together and respecting each others opinions on how to execute your arguments.

Practice! 

DAY 2

Review the attached poster. Rules of Engagement Poster.

Today you will be debating. Please wait for directions and remember to be respectful of your fellow classmates. Once debate is complete, shake hands with your classmates. Summarizers will recap the debate topics. Next class period you will be holding a mock election based on this debate.

For Update: Using the edmodo classroom group, respond to the update What Did You Think? 

For The Teacher

NOTE: This lesson is intended for more than one class period.

Objectives:  

  • Students will be able to engage in controversy in a respectful, constructive manner
  • Students will be able to analyze an argument and follow-up with thoughtful questions
  • Students will be able to articulate their opinions clearly, confidently, and with evidence
  • Students will be able to improve teamwork skills, leadership skills, negotiation skills, and observation skills 

Materials Needed:

Rationale For Lesson:

This lesson strongly focuses on team building, problem-solving, and discussion skills. Students will learn how to use the internet to collaborate. They gain empathy and learn how to talk to people who have differing opinions.

Procedure:

DAY 1 - Students will research arguments and rebuttals.

DAY 2

For actual mock debate, have students dress appropriate and be prepared to be serious. Remind students of civil discourse. As the teacher, you will be in charge of interrupting when necessary and asking the questions based on the topics they have chosen. Allow time for note taking. Set the stage for the debate. Arrange your classroom appropriately and take the debate seriously yourself. Allow students to introduce themselves and their party. Make sure the facilitator, summarizer, and connector are prepared for their roles. Flip a coin to see who will answer first. Allow for a natural discussion. If students have questions for the opposing party, allow them to rebuttal. Once debate is complete, have students shake hands. Have student summarizers recap the debate. Students will be voting on a candidate next class period based on the debate.

For Update:

Using the edmodo classroom group, create an update entitled What Did You Think? The update should be written as follows: Today we completed a political debate. There were ups, there were downs. Write three things that you learned or found interesting from the debate. It could relate to the actual question and answers or the process of the debate. Respond to three classmates.

Resources:

https://s3.amazonaws.com/pbselection/join_debates/Debates_Toolkit_Poster_Digital.pdf

https://s3.amazonaws.com/pbselection/join_debates/JTD_Booklet_Digital.pdf - Debate Toolkit. Included possible discussion topics

http://us-political-parties.insidegov.com/

http://www.niu.edu/facdev/_pdf/guide/strategies/classroom_debate_rubric.pdf

Mock Election

For The Students

(Watch CNN student news for current event update)

Watch the video of Obama stressing the importance of voting. Discuss with your class what Obama's message is in the video.

Now you will be given the opportunity to vote. Using a ballot, cast your vote for the candidate you choose based on what you learned from this entire political unit. After the winner has been announced, discuss your feelings on the outcome.

Use a notecard to answer the following question: Will you vote when you are of age? Why or why not?

For The Teacher

Objective:

  • Students will be able to connect their knowledge from this unit to cast a vote for the candidate of their choice.

Materials:

  • Ballots with candidates used for previous lessons (or blank for write in)
  • Voting box (shoebox)

Rationale For Lesson:

The purpose of this lesson is for a culminating experience for the students. They are voting based on everything that they have learned thus far. When they are older and of age to vote, hopefully this will prompt them to learn more about who they would want to vote for.

Resources:

http://www.gallopade.com/client/PDFs/E4K/Ballots-8up.pdf

http://abcnews.go.com/Politics/video/obama-stresses-importance-voting-36256560

References

 

Bascope, M., Bonhomme, M., Castillo, J.C., Cox, M., Miranda, D. (2015). Mitigating the political participation gap from the school: the roles of civic knowledge and classroom climate. Journal of Youth Studies, Vol. 18 Issue 1, p16-35doi: 10.1080/13676261.2014.933199

Drummond, S. (2015, August 5). Politics In The Classroom: How Much Is Too Much?. nprEd.

Zubatov, A. (2016, September 23). Why political correctness is political cowardness. The Federalist.