Collier County Public Schools' Voting and Election Guide

Collier County Public Schools’ Voting and Election Guide

2016-2017 Social Studies Department General Election Day: November 8, 2016

www.collierschools.com

Dr. Kamela Patton Superintendent of Schools

THE DISTRICT SCHOOL BOARD OF COLLIER COUNTY

Julie Sprague, Chair Roy M. Terry, Vice Chair Kathleen Curatolo, Member Erika Donalds, Member Kelly Lichter, Member

This report has been prepared by The District School Board of Collier County. Additional copies, if available, may be obtained by writing:

The District School Board of Collier County Dr. Martin Luther King, Jr. Administrative Center 5775 Osceola Trail Naples, Florida 34109-0919

Report Number: Coordinated by: 09091601 Social Studies Department

VISION STATEMENT

All students will complete school prepared for ongoing learning as well as community and global responsibilities.

The District School Board of Collier County does not discriminate on the basis of race, color, national origin, sex, disability, or age in the provision of educational opportunities or employment opportunities and benefits. The District School Board does not discriminate on the basis of sex or disability in the education programs and activities that it operates, pursuant to the requirements of Title IX of the Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, and the Americans with Disabilities Act of 1990, respectively. The right not to be discriminated against extends to both employees and students of the District and shall include equal access to designated youth organizations in conformity with the Boy Scouts of America Equal Access Act. The following personnel should be contacted for inquires about their rights or to learn how to file a complaint regarding discrimination.

Employees: Educational Equity Act, Title IX, Section 504 (Rehabilitation Act) or the Americans with Disabilities Act, contact Ian Dean, Executive Director, Human Resources and Deputy Title IX Coordinator for Employees, (239) 377-0365, The District School Board of Collier County, 5775 Osceola Trail, Naples, Florida 34109.

Students: Educational Equity Act, Title IX, or the Age Discrimination Act of 1975, contact Stephen McFadden, Coordinator, School Counseling K-8, and Deputy Title IX Coordinator for Students, (239) 377-0517, The District School Board of Collier County, 5775 Osceola Trial, Naples, Florida 34109

Section 504 (Rehabilitation Act) and the Americans with Disabilities Act, contact Dr. Dena Landry, Coordinator, Psychological Services, (239) 377-0521, The District School Board of Collier County, 5775 Osceola Trail, Naples, Florida, 34109. TABLE of CONTENTS

Collier County Supervisor of Elections Programs for Schools

Top Ten Election Season Teacher Tips

Lesson Starters “What is Election Day” (K-5) “The Right to Vote” (6-8) “Elections, Money, and Advertising” (9-12)

Mock Election Details Florida Mock Election Guide Channel One Mock Election

Printable Resources Ballot Box Coloring Page “Vote” Button Coloring Page Election Day Cloze Worksheet Election Day Word Search Ask the Candidates Reflective Writing Activity Do You Want to be President? Writing Activity If I Were President Writing Activity Making a Good Choice Diagram “I Voted” Sticker Sheet

Internet Resources http://www.pbseduelectioncentral.com/ http://www.timeforkids.com/minisite/election-2016 http://election.scholastic.com/ http://www.c-spanclassroom.org/Campaign-2016.aspx https://www.channelone.com/feature/mock-election/

Video Resources Election Basics, Episode 36 (6-12) How Voters Decide, Episode 38 (6-12) Political Campaigns, Episode 39 (9-12) Political Parties, Episode 40 (6-12) Scholastic News History of Presidential Campaigns (K-12) Programs for schools

The Collier County Supervisor of Elections office is passionate about teaching voter education and civics to groups of all ages.

We are available to your public, private or charter school, or your community organization that serves children and youths. Our programs are FREE and can be scheduled at your convenience.

We provide programs for groups of any size and age, from kindergarten to high school, and can customize any program to your curriculum or specifications. Students can participate in elections using the same voting equipment used by Collier County voters.

To set up a program contact Education Coordinator Heather Wysocki at 252-8805 or [email protected]. We look forward to working with you and your students!

Programs for elementary and middle school students:

• Florida Reading Association Children’s Book Award elections for grades K-2 • Sunshine State Young Readers Award elections for grades 3-5 and 6-8, and Sunshine State Young Readers Award Junior elections for grades K-2 • Elections for custom reading lists • Grade-level-tailored presentations on elections, election history, and voting • Mock elections – we can customize a ballot for your students

Programs for high school students:

• Annual High School Voter Registration Challenge for students 16 and older • Presentations on the importance of voting and civic participation • Student government elections • Prom and homecoming elections • Mock elections on the topics of your choice (a great opportunity for anonymous feedback from students) • Presentations to small groups or clubs • Voter registration drives for students, faculty, and staff

Programs for colleges and universities: Programs for service organizations:

• Student government elections • Voter education and registration for • Presentations to classes or your students 16 and older student groups • Summer and break camp presentations • Voter registration drives for • Mock elections for any age group students, faculty and staff

Rev Dr Martin Luther King Jr Building • 3750 Enterprise Avenue • Naples FL 34104 Phone: 239-252-VOTE • Fax: 239-774-9468 • www.CollierVotes.com Top Ten Teacher Tips for an Enlightening Election Season 1. Always ensure you are adhering to CCPS Board Policies and Administrative Procedures pertaining to politics:  Policy 3232-Political Activities  Policy 3231-Outside Activities of Employees  Procedure 3231-Participation in Political Activities 2. Maintain professionalism and neutrality in the class when discussing candidates and issues. 3. Encourage students to examine and analyze all candidates and issues. 4. Encourage students to identify the issues that are most important to them individually. 5. Remain unbiased when presenting and discussing candidates and issues. 6. Explore local, state, and national candidates and issues. 7. Discuss the importance of evidence-based debates. 8. Reiterate to students the importance of the First Amendment and its influence on the election season. 9. Provide students with an appropriate environment to discuss varying viewpoints and issues. 10. Emphasize the importance of patience and dialogue when discussing candidates and issues.

Lesson Starters What Is Election Day?

Grade Level: K–5 Subject: Social Studies For Starters… Content Collection: Election Day Ideas from DE to Kickstart Learning

Instructional Strategy: The Question Is The Question Is: What Is Election Day?

Possible Learning Objectives Preview the video segment “United States: Election Day.” Determine two or three questions related to the study of • Identify Election Day as the day set by law for Election Day (Examples: What is Election Day? Where are general elections in the United States. elections held?), and write only the answer to those • Explain the meaning and significance of voting. questions on the board. Ask students to write questions • Describe some of the organizing aspects of the U.S. that could match the answer on sticky notes. Model the government, including the presidential office and process for younger students. For example, if you write political parties. “vote” on the board, students might write, “What is the • Discuss the role of the Electoral College in elections. action of choosing a person for a position in government • Define and use key terms such as ballot, campaign, called?” Invite students to stick their questions to the candidate, citizen, election, Electoral College, board, surrounding the answer. Alternatively, students can government, political party, president, and vote. write the answer in their interactive notebooks and list questions under or around it.

Vocabulary Stepping Stone Teacher Notes Preview the video segments “Our Government,” “Electoral College,” and ”Political Parties,” and select about 10 vocabulary words that are important to the understanding of the content (examples include constitution, government, laws, president, and so on). Make a list of these terms, and print enough copies of your selected vocabulary list for every student to have a copy. Distribute copies of the list, and instruct students to cut the words out and mix them up. Engage students in vocabulary development activities to review terms: In small groups, have students discuss which words are familiar and share their understanding of the meanings. As a whole group, briefly have students share and review the words and their meanings. Explain to students that, as the video segments play, they will work with a partner to place the vocabulary words in order as they are heard in the segments. Play the video segments. After the video segments conclude, have students discuss the sequence of topics from the segment, using the order identified for the vocabulary words. Confirm the correct order as a class. Then have students glue the words in order onto a separate sheet of paper or into their notebooks. Invite students to define each term and

Election Day Campaign Poster

After viewing the video segment, “A Vote for Becky,” ask students to answer the following questions: What is a candidate? What is an election campaign? What are some offices for which people hold election campaigns? Why is voting important? If you were to run for a political office, what would it be? Why would you be a good candidate? What would you say to convince others to vote for you? Discuss the answers together as a class. Then, invite students to work individually in Board Builder to create a campaign poster. Challenge students to develop a campaign message, or slogan, and to use as many relevant vocabulary terms as they can on the poster. Hold an Election Day event, and have students share their posters and explain their campaign ideas with the class.

Target Vocabulary*

• ballot – a ticket or piece of paper used to vote in an election • candidate – a person who is trying to be elected • campaign – a series of activities designed to produce a particular result • citizen – a person who legally belongs to a country and has the rights and protection of that country • election – the act or process of choosing someone for a public office by voting • Electoral College – a body of electors, especially one that elects the president and vice president of the United States • government – the group of people who control and make decisions for a country, state, and so on • political party – an organization of people that seeks to achieve goals common to its members through the acquisition and exercise of political power • president – the head of the government in some countries • vote – the official choice that you make in an election, meeting, and so on by casting a ballot, raising your hand, speaking your choice aloud, and so on

* By permission. From the Merriam-Webster Online Dictionary by Merriam-Webster, Incorporated (www.M-W.com).

Lesson Starters The Right to Vote

Grade Level: 6–8 For Starters… Subject: Social Studies Ideas from DE to Kickstart Learning

Content Collection: Election Day Now Screening Instructional Strategy: Now Screening Introduce the unit, presenting the images The first vote, by Possible Learning Objectives Alfred R. Waud and Barack Obama, forty-fourth president of the United States to students. After initial discussion • Identify Election Day as the day set by law for identifying the who, what, where, why, and when of each, general elections in the United States. share critical thinking questions with students. You might • Explain the process of a U.S. presidential election. ask students to compare and contrast the images in terms • Describe some of the organizing aspects of the U.S. of style, content, and meaning. Guide the students to government, including the presidential office and the consider what is similar and different about the content of Electoral College. each image. Ask them to reflect on the enormous political • Discuss the historical limitations on the right to vote. changes that had to occur to move from the first image • Define and use key terms such as ballot, campaign, (The first vote) to the second (Barack Obama). Invite candidate, civil rights, citizen, election, Electoral students to think-pair-share their initial thoughts on the College, government, political party, president, images. Explain that they will be learning not only about suffrage, and vote. elections and electoral processes, but also about the historical limitations on the right to vote. Keep the images set as computer or device wallpaper and/or screen savers. Throughout the unit, refer back the images and how they Teacher Notes relate to big ideas, concepts, and themes.

ABC Summary

Assign each student a letter of the alphabet. Explain to students that they will watch a video segment and will need to summarize something they learned using the assigned letter to begin their sentence. Screen the video segment “Electing a U.S. President.” The first time the video segment is played, do not allow students to take notes. This will allow them to focus on the big idea. Replay the video a second time, stopping frequently to allow students time to take notes. Provide students a few minutes to use their notes to craft their summary statements. Begin with the letter “A,” and have students share with the entire class their summarizing statement. Repeat the activity with the video segments “This Is Our Moment, This Is Our Time” and “Election Night Rally in Chicago: Witnessing History.”

Voting Rights

Share and discuss the event “1872: Susan B. Anthony Tries to Vote” with students. Ask students to answer the following questions: Why was Anthony arrested? When did women gain the right to vote in the United States? Historically, what other groups of people had to fight for the right to vote in political elections? What are the current restrictions on who may vote in the United States? Discuss the answers together as a class, noting where additional information is needed or must be researched. Then, invite students to work in small groups to research the requirements for the right to vote in the United States and/or in their state or city. Instruct students to work in Board Builder to create a voting rights pamphlet. Explain to students that the pamphlet should explain voting requirements clearly. Students may wish to include additional information such as the dates of upcoming elections or what the ballot process looks like in your community. Encourage the use of diagrams or other illustrations. Ask groups to share and explain their pamphlets. Invite questions and discussion.

Target Vocabulary*

• ballot – a ticket or piece of paper used to vote in an election • candidate – a person who is trying to be elected • campaign – a series of activities designed to produce a particular result • citizen – a person who legally belongs to a country and has the rights and protection of that country • civil rights – the rights that every person should have regardless of his or her gender, race, or religion • election – the act or process of choosing someone for a public office by voting • Electoral College – a body of electors, especially one that elects the president and vice president of the United States • government – the group of people who control and make decisions for a country, state, and so on • political party – an organization of people that seeks to achieve goals common to its members through the acquisition and exercise of political power • president – the head of the government in some countries • suffrage – the right to vote in an election • vote – the official choice that you make in an election, meeting, and so on, by casting a ballot, raising your hand, speaking your choice aloud, and so on

* By permission. From the Merriam-Webster Online Dictionary by Merriam-Webster, Incorporated (www.M-W.com).

Lesson Starters Elections, Money, and Advertising

Grade Level: 9–12 For Starters… Subject: Social Studies Ideas from DE to Kickstart Learning

Content Collection: Election Day Scrambled Please Instructional Strategy: Scrambled Please Distribute the text of the encyclopedia article “Electoral Possible Learning Objectives College” to students. Read the article, modeling various reading strategies. Invite students to participate and model • Identify Election Day as the day set by law for their own strategies for the class. Pause occasionally to general elections in the United States. pose a question, restate the content, or summarize a main • Explain the process of a U.S. presidential election, idea. After the last paragraph, explain that the final part of including the role of the Electoral College. the text will be served “scrambled.” Provide students with • Describe how outside money flows into political the last paragraph of the article as separate sentences in campaigns. an incorrect order. Have students work independently or • Discuss the role of fundraising and advertisements with a partner to place the scrambled sentences in the in presidential elections. correct order. Call on several students to share their • Define and use key terms such as ballot, campaign, completed final paragraph. Make note of any differences, candidate, citizen, election, Electoral College, and ask students to explain and justify their choices. government, political party, president, and vote. Myth Bustin’: Campaigns and Money

Preview the video, “The PBS NewsHour: How Does Outside Money Flow into Campaigns,” and find several Teacher Notes explicit cues about third-party political contributions and their influence. For example: third parties can contribute an unlimited amount of money to a political campaign, there are spending restrictions on political parties, and so on. These statements will be the prompts for students to apply critical thinking and problem-solving skills. Have students take out a sheet of paper. On one side have them write the word “Confirmed” and on the other side “Busted.” Display the statements you have crafted for students. Working in pairs, have students discuss each statement and decide whether they believe it will be confirmed or busted. Play the video for students. Have students work individually to confirm or bust the statements by gathering evidence from the video to support their decision. Conclude the activity by reviewing the statements as a whole group and allowing students to vote whether each statement should be “confirmed” or “busted.” Call on students to share what evidence they found that supports their thinking.

Screen the video the.News: Dollars and Votes: 2012 Election for students. Ask students to answer the following questions: What is the role of advertising in a political campaign? How does fundraising relate to advertising? What are political action committees and why do they matter? Discuss the answers together as a class and allow students to take notes. Then, invite students to work in pairs to identify current political advertisements in the local paper, news programs, or other media. Instruct students to work in Board Builder to create a political advertisement word cloud. Using their notes and terms found in the ads and words that describe imagery used, students should create a word cloud that shows the relative distribution of terms and ideas in the political advertisements they found. After their work is completed, ask pairs to share and explain their word clouds. Compare and contrast the different results, and invite questions and discussion.

Target Vocabulary*

• ballot – a ticket or piece of paper used to vote in an election • candidate – a person who is trying to be elected • campaign – a series of activities designed to produce a particular result • citizen – a person who legally belongs to a country and has the rights and protection of that country • election – the act or process of choosing someone for a public office by voting • electoral college – a body of electors, especially one that elects the president and vice president of the United States • government – the group of people who control and make decisions for a country, state, and so on • political party – an organization of people that seeks to achieve goals common to its members through the acquisition and exercise of political power • president – the head of the government in some countries • vote – the official choice that you make in an election, meeting, and so on, by casting a ballot, raising your hand, speaking your choice aloud, and so on

* By permission. From the Merriam-Webster Online Dictionary by Merriam-Webster, Incorporated (www.M-W.com).

What is the Florida Student Mock Election?

The Florida Student Mock Election provides an opportunity for all of Florida's K-12 students to learn about and practice voting as one of the most important responsibilities of democratic citizenship.

Who are the partners?

The Florida Student Mock Election is provided through KidsVoting Florida (KVFL) in association with KidsVoting USA. KidsVoting Florida is a partnership of the Lou Frey Institute at the University of Central Florida, the Florida Joint Center for Citizenship, the Florida State Association of Supervisors of Elections, and the Florida Association of Social Studies Supervisors.

When will the 2016 Florida Student Mock Election be held?

Tuesday, September 15, 2016 through Tuesday November 8, 2016.

Schools may choose to have their students vote at any time during this period.

What can my students vote for?

A Ballot Template provided by KVFL will automatically include the contests for President and U.S. Senate. Ballot Administrators can choose to add congressional, state and local races as well as school based student government contests and/or issue opinion polls.

How can my school participate?

For more information, visit: http://www.floridacitizen.org/resources/florida-student-mock-election

Get your school ready for the OneVote Mock Election!

What: OneVote is the largest mock presidential election for students to cast their vote and share their opinions on issues that matter most to them. Fun fact: Students have accurately predicted the next president in all five previous OneVote mock elections!

When: Students vote during the week of October 17–21. Tune in on October 25 for a special broadcast announcing the results.

Where: Your classroom or school

How to participate: It’s easy! Find everything you need at www.onevote.com.

Step 1: Tune in. Channel One News will air focused coverage of the candidates and the major issues starting on September 6. Check out the OneVote on-air schedule (schedule subject to change). You can also sign up for our daily newsletter to stay up to date on the day’s headlines and any schedule changes.

Deepen understanding of the election process with our engaging multi-day lesson plan, which can be used as individual lessons or altogether as a mini unit. Lesson topics include political parties, key issues, presidential debates and the media, and culminate with choosing a candidate and heading to the polls.

Step 2: Get out the vote! Contact us to get classroom kits or school kits that include posters, flyers, buttons and more. Or download flyers, ballots and tabulation sheets on our Mock Election page.

Promote your mock election with events and displays around your school. Here are some ideas to get you going:

• Have students design eye-catching campaign posters and buttons. A student panel can judge which design has the most powerful message. • Publish student-written op-ed articles endorsing the candidates in your school newspaper. Or have students submit them to your local paper! • Have students role-play the candidates giving stump speeches at a rally or arguing their vision for America at a mock debate.

You can get examples of these ideas and more on the Choosing a Candidate Lesson Plan.

Step 3: Head to the polls. Voting happens October 17–21. Here’s how to set up your polling station: • Contact your local registrar of voters to see if you can use voting booths that citizens will use on Election Day. Or, turn to the wood shop class and see what they can whip up. • Create a ballot box. Use a coffee box (available at Starbucks, Dunkin Donuts or other local coffee shops) or a shoebox to create ballot boxes. • Prepare a list of students, and have a sign-in desk, just like a real polling station. • Download and print ballots to hand out.

Step 4: Tally the votes. Download the tabulation sheet to track and submit your results. • Have one teacher tally votes for the whole school or teachers can tally the votes for their individual classes. • Check our Mock Election page to submit your class or school votes online, available on 10/17.

Now that you have a plan for your OneVote event, let us know! Channel One News will be visiting participating schools and featuring them on the show. Email us at [email protected].

Tune in for the Special Edition Channel One News broadcast on Tuesday, October 25 where we will announce all the results. And visit onevote.com to get your school’s results.

For more information, go to www.onevote.com or email us at [email protected]! Be a part of the OneVote 2016 Mock Election

Let your voice be heard You can participate in the largest mock election for students. Cast your vote for president and vice president, and give your opinion on issues that matter! Voting is open October 17th through 21st. Ask your teacher to set up a mock election so the entire class can take part!

Visit us at www.onevote.com

President President

Check ONE for President Check ONE for President

Hillary Clinton Hillary Clinton

Donald Trump Donald Trump

Other: Other:

Exit Poll Exit Poll

What do you think is the most important issue in this election? What do you think is the most important issue in this election? Check ONE issue. Check ONE issue.

Broken Government Foreign Policy Broken Government Foreign Policy

Civil Rights & Social Issues Immigration Civil Rights & Social Issues Immigration

Climate Change Income Inequality Climate Change Income Inequality

Gun Control Jobs & Trade Gun Control Jobs & Trade

Education & College Terrorism Education & College Terrorism

Channel One News®, Houghton Mifflin Harcourt™, and HMH® are trademarks or registered trademarks of Houghton Mifflin Harcourt. © Houghton Mifflin Harcourt. All rights reserved. Printed in the U.S.A. Channel One News®, Houghton Mifflin Harcourt™, and HMH® are trademarks or registered trademarks of Houghton Mifflin Harcourt. © Houghton Mifflin Harcourt. All rights reserved. Printed in the U.S.A.

Official Student Ballot Official Student Ballot

President President

Check ONE for President Check ONE for President

Hillary Clinton Hillary Clinton

Donald Trump Donald Trump

Other: Other:

Exit Poll Exit Poll

What do you think is the most important issue in this election? What do you think is the most important issue in this election? Check ONE issue. Check ONE issue.

Broken Government Foreign Policy Broken Government Foreign Policy

Civil Rights & Social Issues Immigration Civil Rights & Social Issues Immigration

Climate Change Income Inequality Climate Change Income Inequality

Gun Control Jobs & Trade Gun Control Jobs & Trade

Education & College Terrorism Education & College Terrorism

Choice for President

Put a tally mark below for each vote. Then count them up and write the total in the right column. Total Hillary Clinton

Donald Trump

Other

Most Important Issue

Put a tally mark below for each vote. Then count them up and write the total in the right column. Total Broken Government

Civil Rights & Social Issues

Climate Change

Gun Control

Education & College

Foreign Policy

Immigration

Income Inequality

Jobs & Trade

Terrorism

Report Your Results at www.onevote.com

Name Date

reflective Ask the Candidates writing Do you know what the candidates think about the important issues in the news? If you had the chance to ask the presidential candidates three questions, what would you ask? Think about which issues you would like them to talk about on the campaign trail. Examples include education, the environment, health care, poverty, war and immigration. Then come up with a question about that issue. Fill in the boxes below to tell the candidates what matters most to you and your family.

Issue 1:______My question for the presidential candidates: ______This issue is important to me and my family because: ______

Issue 2: ______My question for the presidential candidates: ______This issue is important to me and my family because:______

Issue 3:______My question for the presidential candidates: ______This issue is important to me and my family because: ______

REFLECTIVE DO YOU WANT TO BE PRESIDENT? WRITING The President has an important job. He or she must work to make the country a better place for all Americans. If you were President, how would you help the United States? Write your ideas here. ################################## If I were elected President, the three things I would do to make the United States a better place for all Americans are 1.

Bonus: Share your writing with your classmates. Talk about what kids can do to help our country.

REFLECTIVE If I Were President WRITING Presidents have many decisions to make! Imagine that you have been elected President. What would you do? Draw and write your ideas. Who my Vice President Who would live with me would be in the White House

President (your name)

What my pet would be How I would help people

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Internet Resources

http://www.pbseduelectioncentral.com/

http://www.timeforkids.com/minisite/election-2016

http://election.scholastic.com/

http://www.c-spanclassroom.org/Campaign-2016.aspx

https://www.channelone.com/feature/mock-election/ Video Resources

Election Basics, Episode 36 (6-12) How Voters Decide, Episode 38 (6-12)

Political Campaigns, Episode 39 (9-12) Political Parties, Episode 40 (6-12)

Scholastic News History of Presidential Campaigns (K-12)