CLASSROOM LAW PROJECT PRESENTS
ELECTION 2018 WHY VOTING MATTERS
UNIT 1
CLASSROOM LAW PROJECT 620 SW Main, Ste. 102, Portland, OR 97205 www.classroomlaw.org UNIT 1 Electing Oregon’s Governor
Essential Questions: • How do we hire a governor in Oregon? • What does it take to be governor? • What do we know about the candidates for governor?
Objectives: Students will • read and understand a primary source document – the Oregon Constitution, Article V • analyze the constitutional tasks of governor • consider other qualifications of a governor • list the actions and experiences that would make the candidates excellent office holders
Unit 1 Standards: OR 2018 Grade 8 Social OR 2018 High School Social 11/12 CCSS Literacy in Studies Standards: Studies Standards: History & Social Studies: 8.2 HS.4 11-12.RH.1 8.5 HS.6 11-12.RH.2 8.9 HS.10 11-12.RH.3 8.10 HS.13 11-12.RH.7 8.29 HS.71 11-12.RH. 9 8.32 HS.73 11-12.WHST.1 8.34 HS.74 11-12.WHST.4 HS.76 11-12.WHST.9 Grade 8 CCSS Literacy in History/Social Studies: 9/10 CCSS Literacy in History 6-8.RH.1 & Social Studies: 6-8.RH.2 9-10.RH.1 6-8.RH.4 9-10.RH.2 6-8.WHST.1 9-10.RH.4 6-8.WHST.2 9-10.WHST.1 6-8.WHST.9 9-10.WHST.9
Unit 1 Vocabulary: • governor • characteristics • qualifications • incumbent • integrity • candidate • constitution • executive branch
CLASSROOM LAW PROJECT 620 SW Main, Ste. 102, Portland, OR 97205 www.classroomlaw.org
Unit 1 Materials and Handouts:
1.1 How do we hire a Governor? Handouts: o Pre-Unit Survey (half sheet handout) o Oregon Constitution, Article V o Analyzing a Primary Document – Graphic Organizer o Analyzing a Primary Document - Questionnaire
1.2 What are the Qualities of a Good Governor? Handouts: o Article: What is the Job of a Governor of a State? o The Qualities of a Good Governor o Voter Interview Form o Help Wanted: a Governor for Oregon
1.3 Who are the 2018 Major Candidates for Orgon Governor? Handouts: o 3 Biographies of Kate Brown o 3 Biographies of Knute Buehler o SWOT Analysis of the Candidates o Brief Summary of Candidates’ Issue Positions
CLASSROOM LAW PROJECT 620 SW Main, Ste. 102, Portland, OR 97205 www.classroomlaw.org 1.1 How do we Hire a Governor in Oregon?
Handouts: o Pre-Unit Survey (half sheet handout) o Oregon Constitution, Article V o Analyzing a Primary Document – Graphic Organizer o Analyzing a Primary Document - Questionnaire
Overview of Lesson 1.1:
In this Lesson, students have the opportunity to consider how we “hire” a governor in Oregon. They will engage directly with the Oregon Constitution and do a primary document analysis to understand the basic requirements of the office. This lesson serves as a foundation to the following lessons about the role of the governor and 2018’s candidates.
Suggested Opener:
Begin a class brainstorm list of job requirements to be governor of Oregon. Students can later compare their ideas to the Constitution’s requirements.
Investigating Oregon’s Constitution:
1. Divide students into groups to read through Article V of the Oregon Constitution – there are 18 Sections, so whatever works best for your students, you can assign those parts to the groups.
Because the different sections in Article V are different lengths, here are some suggested divisions for small group jigsaw readings & analysis:
High School: Middle School: Groups 1 – 4: analyze sections 1 through 8 Groups 1 & 2: analyze sections 1 through 4 Groups 5 – 8: analyze sections 9 through 18 Groups 3 & 4: analyze sections 5 through 8 Groups 5 & 6: analyze sections 9 through 14 Groups 7 & 8: analyze sections 15 through 18
2. Give each Student the “analyzing a Primary Document” handout – this can be used as an analysis guide and/or an assessment (it can be altered to meet your students’ level)
CLASSROOM LAW PROJECT 620 SW Main, Ste. 102, Portland, OR 97205 www.classroomlaw.org Adaptation in place of Primary Document Analysis:
1. “Translate” your section of Article V: replace difficult words with kid-friendly words. Edit out parts that your group doesn’t think are needed.
2. Create a chart or poster that elementary students could understand about your section of requirements for the governor.
Optional small group tasks: • Read around in your group. • Talk about what you read. • Pick out most significant or interesting information in your section. Identify anything that you did not understand. • Decide on a word or phrase which best summarizes your sections. • Which qualification or requirement or job description would you eliminate? Why? What would you add? Why? • On a scale of 1-10, with ten being the highest, how would you rate the importance of the governor of our state? • Make a poster illustrating the role of Governor of Oregon.
CLASSROOM LAW PROJECT 620 SW Main, Ste. 102, Portland, OR 97205 www.classroomlaw.org Name Date
Pre- Unit Survey
List three words that come to your mind about the upcoming elections around the U.S. and in Oregon:
Name Date
Pre- Unit Survey
List three words that come to your mind about the upcoming elections around the U.S. and in Oregon:
CLASSROOM LAW PROJECT 620 SW Main, Ste. 102, Portland, OR 97205 www.classroomlaw.org OREGON CONSTITUTION ARTICLE V
EXECUTIVE BRANCH
Sec. 1. Governor as chief executive; term of office; period of eligibility 2. Qualifications of Governor 3. Who not eligible 4. Election of Governor 5. Greatest number of votes decisive; election by legislature in case of tie 6. Contested elections 7. Term of office 8a. Vacancy in office of Governor 9. Governor as commander in chief of state military forces 10. Governor to see laws executed 11. Recommendations to legislature 12. Governor may convene legislature 13. Transaction of governmental business 14. Reprieves, commutations and pardons; remission of fines and forfeitures 15a. Single item and emergency clause veto 15b. Legislative enactments; approval by Governor; notice of intention to disapprove; disapproval and reconsideration by legislature; failure of Governor to return bill 16. Governor to Fill Vacancies by Appointment 17. Governor to issue writs of election to fill vacancies in legislature 18. Commissions
Section 1. Governor as chief executive; term of office; period of eligibility. The cheif [sic] executive power of the State, shall be vested in a Governor, who shall hold his office for the term of four years; and no person shall be eligible to such office more than Eight, in any period of twelve years.—
Section 2. Qualifications of Governor. No person except a citizen of the United States, shall be eligible to the Office of Governor, nor shall any person be eligible to that office who shall not have attained the age of thirty years, and who shall not have been three years next preceding his election, a resident within this State. The minimum age requirement of this section does not apply to a person who succeeds to the office of Governor under section 8a of this Article. [Constitution of 1859; Amendment proposed by H.J.R. 52, 1973, and adopted by the people Nov. 5, 1974]
Section 3. Who not eligible. No member of Congress, or person holding any office under the United States, or under this State, or under any other power, shall fill the Office of Governor, except as may be otherwise provided in this Constitution.—
Section 4. Election of Governor. The Governor shall be elected by the qualified Electors of the State at the times, and places of choosing members of the Legislative Assembly; and the returns of every Election for Governor, shall be sealed up, and transmitted to the Secretary of State; directed to the Speaker of the House of Representatives, who shall open, and publish them in the presence of both houses of the Legislative Assembly.—
Section 5. Greatest number of votes decisive; election by legislature in case of tie. The person having the highest number of votes for Governor, shall be elected; but in case two or more persons shall have an equal and the highest number of votes for Governor, the two houses of the Legislative Assembly at the next regular session thereof, shall forthwith by joint vote, proceed to elect one of the said persons Governor.—
Section 6. Contested elections. Contested Elections for Governor shall be determined by the Legislative Assembly in such manner as may be prescribed by law.—
Section 7. Term of office. The official term of the Governor shall be four years; and shall commence at such times as may be prescribed by this constitution, or prescribed by law.—
Section 8. Vacancy in office of Governor. [Constitution of 1859; Amendment proposed by S.J.R. 10, 1920 (s.s.), and adopted by the people May 21, 1920; Amendment proposed by S.J.R. 8, 1945, and adopted by the people Nov. 5, 1946; Repeal proposed by initiative petition filed July 7, 1972, and adopted by the people Nov. 7, 1972 (present section 8a of this Article adopted in lieu of this section)]
Section 8a. Vacancy in office of Governor. In case of the removal from office of the Governor, or of his death, resignation, or disability to discharge the duties of his office as prescribed by law, the Secretary of State; or if there be none, or in case of his removal from office, death, resignation, or disability to discharge the duties of his office as prescribed by law, then the State Treasurer; or if there be none, or in case of his removal from office, death, resignation, or disability to discharge the duties of his office as prescribed by law, then the President of the Senate; or if there be none, or in case of his removal from office, death, resignation, or disability to discharge the duties of his office as prescribed by law, then the Speaker of the House of Representatives, shall become Governor until the disability be removed, or a Governor be elected at the next general biennial election. The Governor elected to fill the vacancy shall hold office for the unexpired term of the outgoing Governor. The Secretary of State or the State Treasurer shall appoint a person to fill his office until the election of a Governor, at which time the office so filled by appointment shall be filled by election; or, in the event of a disability of the Governor, to be Acting Secretary of State or Acting State Treasurer until the disability be removed. The person so appointed shall not be eligible to succeed to the office of Governor by automatic succession under this section during the term of his appointment. [Created through initiative petition filed July 7, 1972, and adopted by the people Nov. 7, 1972 (this section adopted in lieu of former section 8 of this Article)]
Section 9. Governor as commander in chief of state military forces. The Governor shall be commander in cheif [sic] of the military, and naval forces of this State, and may call out such forces to execute the laws, to suppress insurection [sic], or to repel invasion.
Section 10. Governor to see laws executed. He shall take care that the Laws be faithfully executed.—
Section 11. Recommendations to legislature. He shall from time to time give to the Legislative Assembly information touching the condition of the State, and reccommend [sic] such measures as he shall judge to be expedient[.]
Section 12. Governor may convene legislature. He may on extraordinary occasions convene the Legislative Assembly by proclamation, and shall state to both houses when assembled, the purpose for which they shall have been convened.—
CLASSROOM LAW PROJECT 620 SW Main, Ste. 102, Portland, OR 97205 www.classroomlaw.org Section 13. Transaction of governmental business. He shall transact all necessary business with the officers of government, and may require information in writing from the offices of the Administrative, and Military Departments upon any subject relating to the duties of their respective offices.—
Section 14. Reprieves, commutations and pardons; remission of fines and forfeitures. He shall have power to grant reprieves, commutations, and pardons, after conviction, for all offences [sic] except treason, subject to such regulations as may be provided by law. Upon conviction for treason he shall have power to suspend the execution of the sentence until the case shall be reported to the Legislative Assembly, at its next meeting, when the Legislative Assembly shall either grant a pardon, commute the sentence, direct the execution of the sentence, or grant a farther [sic] reprieve.—
He shall have power to remit fines, and forfeitures, under such regulations as may be prescribed by law; and shall report to the Legislative Assembly at its next meeting each case of reprieve, commutation, or pardon granted, and the reasons for granting the same; and also the names of all persons in whose favor remission of fines, and forfeitures shall have been made, and the several amounts remitted[.]
Section 15. [This section of the Constitution of 1859 was redesignated as section 15b by the amendment proposed by S.J.R. 12, 1915, and adopted by the people Nov. 7, 1916]
Section 15a. Single item and emergency clause veto. The Governor shall have power to veto single items in appropriation bills, and any provision in new bills declaring an emergency, without thereby affecting any other provision of such bill. [Created through S.J.R. 12, 1915, and adopted by the people Nov. 7, 1916; Amendment proposed by S.J.R. 13, 1921, and adopted by the people June 7, 1921]
Section 15b. Legislative enactments; approval by Governor; notice of intention to disapprove; disapproval and reconsideration by legislature; failure of Governor to return bill. (1) Every bill which shall have passed the Legislative Assembly shall, before it becomes a law, be presented to the Governor; if the Governor approve, the Governor shall sign it; but if not, the Governor shall return it with written objections to that house in which it shall have originated, which house shall enter the objections at large upon the journal and proceed to reconsider it. (2) If, after such reconsideration, two-thirds of the members present shall agree to pass the bill, it shall be sent, together with the objections, to the other house, by which it shall likewise be reconsidered, and, if approved by two-thirds of the members present, it shall become a law. But in all such cases, the votes of both houses shall be determined by yeas and nays, and the names of the members voting for or against the bill shall be entered on the journal of each house respectively. (3) If any bill shall not be returned by the Governor within five days (Saturdays and Sundays excepted) after it shall have been presented to the Governor, it shall be a law without signature, unless the general adjournment shall prevent its return, in which case it shall be a law, unless the Governor within thirty days next after the adjournment (Saturdays and Sundays excepted) shall file such bill, with written objections thereto, in the office of the Secretary of State, who shall lay the same before the Legislative Assembly at its next session in like manner as if it had been returned by the Governor. (4) Before filing a bill after adjournment with written objections, the Governor must announce publicly the possible intention to do so at least five days before filing the bill with written objections. However, nothing in this subsection requires the Governor to file any bill with objections because of the announcement. [Created through S.J.R. 12, 1915, and adopted by the people Nov. 7, 1916; Amendment proposed by H.J.R. 9, 1937, and adopted by the people Nov. 8, 1938; Amendment proposed by S.J.R. 4, 1987, and adopted by the people Nov. 8, 1988]
CLASSROOM LAW PROJECT 620 SW Main, Ste. 102, Portland, OR 97205 www.classroomlaw.org Note: See note at section 15, Article V.
Section 16. Governor to Fill Vacancies by Appointment. When during a recess of the legislative assembly a vacancy occurs in any office, the appointment to which is vested in the legislative assembly, or when at any time a vacancy occurs in any other state office, or in the office of judge of any court, the governor shall fill such vacancy by appointment, which shall expire when a successor has been elected and qualified. When any vacancy occurs in any elective office of the state or of any district or county thereof, the vacancy shall be filled at the next general election, provided such vacancy occurs more than sixty-one (61) days prior to such general election. [Constitution of 1859; Amendment proposed by H.J.R. 5, 1925, and adopted by the people Nov. 2, 1926; Amendment proposed by H.J.R. 30, 1985, and adopted by the people May 20, 1986; Amendment proposed by S.J.R. 4, 1993, and adopted by the people Nov. 8, 1994]
Note: The leadline to section 16 was a part of the measure submitted to the people by H.J.R. 5, 1925.
Section 17. Governor to issue writs of election to fill vacancies in legislature. He shall issue writs of Election to fill such vacancies as may have occured [sic] in the Legislative Assembly.
Section 18. Commissions. All commissions shall issue in the name of the State; shall be signed by the Govenor [sic], sealed with the seal of the State, and attested by the Secretary of State.—
CLASSROOM LAW PROJECT 620 SW Main, Ste. 102, Portland, OR 97205 www.classroomlaw.org
CLASSROOM LAW PROJECT 620 SW Main, Ste. 102, Portland, OR 97205 www.classroomlaw.org Analyze a Primary Document
New Words Title of Document: (write down any new words you read in the document and look up their definitions) Author(s):
Date:
Make Sense of the Document
What is the main idea?
List a quote from the document that support your main idea:
Why do you think this document was written?
What else is there?
Where do you think you could find out more about this document or what is in it?
What question(s) do you have for the author(s) of what you read?
CLASSROOM LAW PROJECT 620 SW Main, Ste. 102, Portland, OR 97205 www.classroomlaw.org
Primary Document Analysis
Meet the Document
What type of document is it (check any that apply):
Letter Email Memorandum Chart Patent Presidential Document Report Advertisement Other: Congressional Document Identification Document ______ Speech Press Release Newspaper Court Document
Observe the Parts of the Document
Author(s):
Audience:
Location it was written (if available):
Date it was written (if available):
Make Sense of the Document
What is the main point of this document?
Why was this document written?
List two quotes that demonstrate the theme of the document:
Why might this document be important?
What did you learn from this document that you didn’t know before?
What two questions might you ask the author(s) of this document if you could?
CLASSROOM LAW PROJECT 620 SW Main, Ste. 102, Portland, OR 97205 www.classroomlaw.org
1.2
What does it Take to be a Good Governor?
Handouts: o Article: What is the Job of a Governor of a State? o The Qualities of a Good Governor o Voter Interview Form o Help Wanted: A Governor for Oregon
Overview of Lesson 1.2:
In this lesson, students go beyond the constitutional requirements for governor and contemplate the character traits and qualities of a person who should lead the state. There is an interview activity for the students to talk with an adult eligible voter to discover what they are thinking about the race for Governor in Oregon and the midterm election in general. This will hopefully prompt the students to begin thinking about how the people around them will be voting. Also included is a fun “Help Wanted” activity for students to contemplate a job placement ad for Oregon Governor based on the qualities they think are most important.
Suggested Opener:
Begin a class brainstorm list of qualities or character traits of a good governor. This list can be compared to the work they do in this section.
Lesson Options:
1. The article provided gives a general outline of the job of a governor. Once students read it they will have a better idea of what qualities might be needed for this job.
2. The Qualities of a Good Governor worksheet provides for a discussion of leadership qualities, may give the class some comparisons to the list you created as a class beforehand.
3. Consider having students do small group discussion before using the worksheet to analyze the qualities they believe a good governor should have.
4. You may want your students to conduct an interview of one or more eligible voters they know – their interview results can be a good opportunity for conversation about why people vote the way they do. This issue will arise again in a later unit.
5. A fun culminating activity might be the “Help Wanted” ad for students to advertise for a new governor based on the character traits they deem most important.
CLASSROOM LAW PROJECT 620 SW Main, Ste. 102, Portland, OR 97205 www.classroomlaw.org
Supplemental Lesson Ideas:
1. Ideal governor poster – Another option (great for middle schoolers) is to make posters of the "Ideal Governor" in which students label the body parts needed by the governor. Examples: a good brain to think through issues; a mouth to voice one’s thoughts; a heart to care for others; hands to do the hard work; etc. One class had a great time tracing the outline of their own bodies on butcher paper then labeling (credit to Melanie Morris, West Sylvan MS, Portland).
2. Qualities needed to govern compared with qualities needed to win – Begin with brief class discussion in which students share qualities necessary to win the gubernatorial election. These may include things like personal attractiveness, speaking ability, persuasiveness, organizational skills and the ability to raise money. In pairs, ask students to list winning qualities on one side of a sheet of paper. On the other side of the paper list qualities needed to carry out presidential responsibilities. Compare and discuss the two lists. To what extent are the qualities the same? How are they different? As a class, discuss how can this knowledge help voters to make an informed choice among governor candidates.
3. Governor Pie – Individually or in small groups, consider the governorship as a pie chart. Divide the pie into the pieces they consider to be most important to the job. For example, knowledge of the economy may have a large slice while space exploration may have a small slice. With whole class, compare charts.
4. Qualities diagram – Create a diagram that demonstrates links between personal characteristics and gubernatorial duties. For example, experience in the military (personal characteristic) may imply greater ability to be Commander in Chief (official duty).
CLASSROOM LAW PROJECT 620 SW Main, Ste. 102, Portland, OR 97205 www.classroomlaw.org What Is the Job of the Governor of a State? by Dr. Kelly S. Meier; Updated June 30, 2018 The Houston Chronicle
Education Requirements There isn’t one academic major required to become a governor and some governors have never gone to college. In 2016, the top four degrees held by sitting governors included political science, business, economics and English. Almost half of the governors had law degrees. Other requirements like U.S. citizenship, state residency, and minimum age vary by state.
Going to college and getting involved in politics, at an early age, is a good first step. Maintaining a clean slate and getting involved at lower When disaster strikes or there is a budget political levels will help pave the way to a shortfall that threatens state operations, the political future. Most governors begin early on in governor of the state is called into action. A the political system and have a proven track governor of a state is the point person for all record of advocating for citizens and asserting state matters. Elected by the people, the main change. role of the governor is to protect and serve. Leadership, political savvy, and relationship Industry building are the main qualities a governor needs. In 2016, the Council of State Governments published a salary report that indicated a wide Job Description range of compensation for governors, by state. A governor serves as the chief executive officer of a state. Everyday job duties include oversight On the low end, the governor of Maine of the state executive leaders, policy review, as earned $70,000. The next lowest salary well as big picture budget management. was $90,000 earned by the governor of Executive orders are enacted by a governor Colorado. The highest salary was $190,823, when a natural disaster strikes or an issue earned by the governor of Pennsylvania, impacting the safety and security of the state followed by $187,500, awarded to the governor occurs. A governor has the main responsibility of of Tennessee. communicating with the President when Federal assistance is needed for a state emergency. Years of Experience Experience as a politician is usually required to Serving as the main spokesperson for the state, become a governor. While it is possible to run the governor provides information to citizens and for governor, without previous political direction, in the event of a crisis. A main job duty experience, demonstrating the ability to manage of a governor is to work with the legislature to and lead is the norm, to be considered by the ensure that the needs of the state are met voters. through oversight hearings, new laws and the establishment of long-term goals and priorities. Job Growth Trend There will always be a need for governors. Job When the legislature and the governor are at openings vary, based upon the term limits odds, working collaboratively can be difficult, if established by individual states. New Hampshire not impossible. and Vermont restrict governors to two-year term limits. Governors in all other states are confined to a four-year term limit. Rules about successive terms vary by state.
CLASSROOM LAW PROJECT 620 SW Main, Ste. 102, Portland, OR 97205 www.classroomlaw.org NAME: ______DATE: ______
The Qualities of a Good Governor
1. Consider the Qualities of a good leader:
Qualities / Characteristics Skills / Abilities
A Leader can A Leader can • Assume responsibility • Take initiative • Communicate well • Listen openly to others A Leader is • Resolve conflict
§ Achievement-oriented A Leader is § Adaptable to situations § Alert to social environment § Broad-minded (seeks diversity) § Assertive § Clever (intelligent) § Competent § Sees the Big Picture § Cooperative § Creative and imaginative § Courageous (risk-taker) § Diplomatic and tactful § Decisive (good judgment) § Outgoing and personable § Dedicated (committed) § Fair-minded § Dependable § Forward-looking § Energetic (high activity level) § Knowledgeable about their team § Enthusiastic § Motivational § Honest (high integrity) § Persuasive § Optimistic § Socially skilled § Persistent § Technically skilled § Self-confident § A good speaker § Tolerant of stress or anxiety (resilient) § Welcoming of ideas and people
2. Rank the Qualities/Characteristics of a leader into your top 5 requirements for a Governor of Oregon:
3. Rank the above Skills/Abilities of a leader into your top 5 requirements for a Governor of Oregon:
4. Make a comparison of your own:
A good governor is more like a ______than a ______.
CLASSROOM LAW PROJECT 620 SW Main, Ste. 102, Portland, OR 97205 www.classroomlaw.org
NAME: ______DATE: ______
Election Interview Form
Interviewer Name: Date of Interview:
Interviewee Name (optional):
1. What is your role in the community (student, parent, business person, volunteer, teacher, etc.)
2. Do you plan to vote in the 2018 November Election? (circle one): YES / NO
Why or Why not?
3. Have you decided which candidate for Oregon Governor you will vote for? (circle one):
YES / NO / UNDECIDED
4. When will you vote (Oregonians vote by mail – when will you turn in or mail your ballot)?
5. What do you think the biggest issue will be for voters in the 2018 election (either in Oregon or the whole country)?
6. How was this interview conducted: _____ in person ______phone/text ______email
CLASSROOM LAW PROJECT 620 SW Main, Ste. 102, Portland, OR 97205 www.classroomlaw.org NAME: ______DATE: ______
Help Wanted!
Directions: • Study the general format of classified ads online (one source might be OregonLive online) • Review the responsibilities, experience, skills, and character traits of a good governor • Write a classified ad for the position of Governor of Oregon to be hired by the people of Oregon
______(title of ad)
______
______
______
______
______
______
______
______
______
______
______
______
______
*adapted from Using Newspapers to teach about the Election: A Lesson Plan by Colette Yeich, Social Education, Vol. 66, Issue 6, National Council for the Social Studies, 2002.
CLASSROOM LAW PROJECT 620 SW Main, Ste. 102, Portland, OR 97205 www.classroomlaw.org 1.3 Who are the 2018 Major Candidates for Governor of Oregon?
Handouts:
o Meet Kate Brown (from Kate Brown for Governor) o Facts about Kate Brown (from Ballotpedia) o Kate Brown’s Biography (from VoteSmart) o Meet Knute Buehler (from Knute for Governor) o Facts about Knute Buehler (from Ballotpedia) o Knute Buehler’s Biography (from VoteSmart) o SWOT Analysis of the Candidates o Brief Summary of Candidates’ Issue Positions
Suggested Opener:
Start with a class discussion about what students want to know about the candidates for governor. If they start with a list, then they can see if their research can answer their questions.
Thinking through the Candidates’ Biographies:
As students read through these various biographical materials of the two major candidates for Oregon governor, have them consider matching the qualities/skills they read about to the lists they’ve already made. In addition, how do they think each candidate will match up to the Oregon constitutional requirements for governor?
Lesson Options:
1. The SWOT Analysis gives students an opportunity to analyze and use the information they read in the biographical data. It is best to assign one of the candidates to each student so that they must research whichever one they are assigned rather than having to pick one.
2. The Issues worksheet can be an optional exploration for students to consider these issues and what they think would be important for Oregonians in each one.
3. Students write 5 questions they want to know about the candidates and then research to find the answers (using provided materials or more in-depth internet research).
4. Students create their own candidate posters for each candidate based on what they learn about them from the various biographical information.
5. You may want to have students do more in-depth research on the candidates’ issues positions. It may be an interesting exercise to see how easy it is to find where they stand on issues that are important to the student.
6. Consider concluding this lesson or the entire unit with a straw poll for students to vote for their choice for governor and see what your class result will be compared to the true result in November!
CLASSROOM LAW PROJECT 620 SW Main, Ste. 102, Portland, OR 97205 www.classroomlaw.org Meet Kate Brown
Kate Brown became Oregon’s governor at a time of difficulty and uncertainty for our state. She hit the ground running – working to change the tone in Salem and give top priority to the issues that matter most to Oregonians.
For working families across Oregon, Kate has focused on supporting small businesses that are growing the economy, worked successfully to raise the state’s minimum wage, ensure a fair work schedule, and guarantee paid sick leave. For our children, she has made record investments in education and instituted new teacher development resources. For seniors, Kate signed a law giving every Oregonian access to a professionally invested retirement account, so they can save for their later years. For future generations, Kate was the first governor in the country to take action to end the use of coal power, putting Oregon at the forefront of the clean energy movement.
From 2009 to 2015, Kate served as Oregon’s Secretary of State. While overseeing the Audits Division she saved the state millions of dollars by increasing government efficiencies and rooting out waste. She successfully implemented an online voter registration system and received national recognition for her innovative use of technology to make it easier for active-duty service members and people with disabilities to vote.
Before being elected statewide, Kate served 17 years in the legislature, making history in 2004 as the first woman to serve as Oregon’s Senate Majority Leader. In 2007, she successfully spearheaded legislation that The Oregonian called the “state’s most sweeping package of ethics reforms in 34 years.” Kate also worked to pass Family and Medical Leave, a bill requiring insurance companies to cover annual breast exams for women, and both the Oregon Equality Act and Family Fairness Act to protect LGBT rights.
Prior to her career in elected office, Kate worked as a child advocate and a juvenile and family law attorney. She taught at Portland State University, worked with the Juvenile Rights Project and co- founded the Oregon Women’s Health & Wellness Alliance.
Kate lives in Salem with her husband Dan, and together, they raised Dan’s son and daughter who are now grown and living in Oregon. When she is not busy at the Capitol in Salem, you’ll find her horseback riding or hiking.
(from Kate Brown for Governor – https://katebrownfororegon.com/meet-kate)
CLASSROOM LAW PROJECT 620 SW Main, Ste. 102, Portland, OR 97205 www.classroomlaw.org Facts about Kate Brown
(from Ballotpedia – https://ballotpedia.org/Kate_Brown)
Kate Brown (born June 21, 1960, in Torrejón de Kate Brown Ardoth, Spain) is the current Democratic governor of Oregon. She assumed office on February 18, 2015, after John Kitzhaber (D) resigned admist an ethics investigation. She won a 2016 special election to serve out the remaining two years of Kitzhaber's term. Brown is the first openly bisexual governor in the nation's history.
Brown is running for re-election in 2018. The primary election took place on May 15, 2018. The general election is being held on November 6, 2018.
Brown served as the Oregon secretary of state from 2009 until assuming the governor's office in February 2015. She also served in the Oregon State Senate from 1997 to 2009 and the Oregon House of Representatives from 1991 to 1997. Brown became the first woman to serve as Senate majority leader in Governor of Oregon Oregon in 2004. Tenure: 2015 - Present Term ends: 2019 Years in position: 3 Biography Prior offices Oregon Secretary of State Brown was born in a suburb of Madrid, Torrejón de Ardoth (or Ardoz). Although she was born in Spain, Oregon State Senate District 1 Brown spent most of her childhood in Minnesota. She attended the University of Colorado for her bachelor's Oregon House of Representatives District 1 degree and moved to Oregon for law school at Northwestern School of Law at Lewis and Clark Compensation College. After graduating from law school, she went on to practice family and juvenile law while teaching at Base salary: $98,600 Portland State University. Elections and appointments
Last elected: 2016 Education Next election: November 6, 2018 Appointed: February 18, 2015 Education • B.A. in environmental conservation, University of Colorado at Boulder (1981) Bachelor's • J.D., Northwestern School of Law at Lewis and University of Colorado at Boulder (1981) Clark College (1985) Law Northwestern School of Law at Lewis and Clark College Political Career (1985)
• 2015- Present: Governor of Oregon Personal • 2009-2015: Oregon Secretary of State Profession: Professor/Attorney • 1997-2009: Oregon State Senate • 1991-1997: Oregon House of Representatives
CLASSROOM LAW PROJECT 620 SW Main, Ste. 102, Portland, OR 97205 www.classroomlaw.org Kate Brown’s Biography
(from Vote Smart – votesmart.org/candidate/biography/2990/kate-brown)
Political Experience • Governor, State of Oregon, 2015-present • Candidate, Governor of Oregon, 2018 • Secretary of State, State of Oregon, 2009- 2015 • Majority Leader, Oregon State Senate, District 21, 2004-2008 • Senator, Oregon State Senate, District 21, 1996-2008 • Democratic Leader, Oregon State Senate, District 21, 1998 • Representative, Oregon State House of Representatives, 1991-1996
Contact Information Caucuses/Non-Legislative Committees Campaign Email • Chair, Council of State Governments, West [email protected] Campaign Website Professional Experience https://katebrownfororegon.com/ • Co-Founder, Oregon Women's Health and General Website - Instagram Wellness Alliance https://www.instagram.com/oregongovbrown/ • Professor, Portland State University
• Attorney, Family/Juvenile Law, 1985-2006 Campaign
533 Lincoln Street Salem, OR 97302 Religious, Civic, and other Phone: 503-239-8631 Memberships • Member, Juvenile Rights Project Capitol • Member, Women's Rights Coalition 160 State Capitol 900 Court Street Additional Information Salem, OR 97301-4047 Awards: Phone: 503-378-4582 • National Public and Community Service Full Name: Kate Brown Award, American Mental Health Counselors Gender: Female Association; Family: Husband: Dan; 2 Stepchildren: Dylan, Jessie • "Profiles in Courage" Award, Basic Rights Birth Date: 06/21/1960 Oregon; Birth Place: Torrejon de Ardoz, Spain • Living Legend Award, Oregon Bus Project; Home City: Salem, OR • Women of Achievement Award, Oregon Commission for Women; • Award for Outstanding Achievement, Education Oregon Family Support Network; • JD, Environmental Law, Lewis and Clark's • Legislator of the Year Award, Oregon Northwestern School of Law, 1982-1985 Psychological Association • BA, Environmental Conservation, University of Colorado, Boulder, 1978-1981 Hobbies or Special Talents: Horseback riding, hiking
CLASSROOM LAW PROJECT 620 SW Main, Ste. 102, Portland, OR 97205 www.classroomlaw.org Meet Knute Buehler
Knute Buehler loves Oregon—its natural beauty, quirky culture and generous, independent-minded people. He has dedicated his life to helping others and serving Oregonians.
Oregon has a proud legacy—but under Kate Brown, Oregon is falling behind and too many Oregonians have an uncertain future. Knute is running for governor to help those uncertain Oregonians – those who have been left behind, left out or lost hope in the future.
A native Oregonian, Knute grew up in Roseburg and, along with his brothers, were the first generation in their family to attend college. He earned a degree in microbiology from Oregon State University in 1986 while playing baseball and becoming Oregon State’s first Rhodes Scholar. After attending Oxford University from 1988 to 1990, where he studied politics and economics, Knute earned his medical degree from Johns Hopkins University School of Medicine in 1991.
After medical school, Knute and Patty, his wife of 27 years, set down roots in Bend, raised a family, built medical practices and grew businesses. Knute helped build The Center, a patient-focused Orthopedic and Neurosurgery care facility in Bend that includes 40 medical providers and over 200 employees.
Since 2015, Knute has represented the people of Bend in the Oregon House of Representatives. During that time, he’s earned a reputation as a thoughtful, independent, effective leader and lawmaker.
Twice elected in hard-fought elections to represent a strongly Democrat district, Knute has consistently won support from traditionally Republican-leaning business, agriculture, taxpayer and law enforcement organizations but also the trust of the Independent Party of Oregon, Libertarian Party and high-profile Democrats.
As a civic leader, Knute serves on the board of the Oregon State University Foundation, and sits on the board of directors for the Ford Family Foundation, one of the largest charitable organizations in the state. He previously served on the budget committee for the Bend-La Pine School District and the boards of the High Desert Museum, OSU-Cascades Campus and St. Charles Health System. Knute and his wife Patty, a successful eye surgeon and business owner, live in Bend. Together, they have two grown children, Owen and Hannah, and two dogs, Winston and Lily.
(from Knute Buehler for Governor – https:/nutebuehler.com/meet-knute/)
CLASSROOM LAW PROJECT 620 SW Main, Ste. 102, Portland, OR 97205 www.classroomlaw.org
Facts about Knute Buehler
(From Ballotpedia – https://ballotpedia.org/Knute_Buehler)
Knute Buehler is a Republican member of the Oregon House of Representatives, representing District 54. He Knute Buehler was first elected to the chamber in 2014. Buehler did not seek re-election in 2018.
Buehler is a Republican candidate for governor of Oregon. The primary election took place on May 15, 2018. The general election is being held on November 6, 2018.
Buehler was the Republican and Independent party's nominee for Oregon Secretary of State in the 2012 election. He faced Democratic incumbent secretary of state Kate Brown and two third party candidates in the Candidate, Governor of Oregon general election on November 6, 2012, which Brown Oregon House of Representatives District won. 54 Tenure: Present officeholder Biography Term ends: 2019 As the third child born to a butcher father and stay at home mother in Roseburg, neither of whom attended Compensation college, Buehler had a blue collar upbringing. After graduating from Roseburg High School, Buehler went on Base salary: $24,216/year to study Microbiology at Oregon State University. He Per diem: $142/day became the first student in the University's history to Elections and appointments receive the prestigious Rhodes Scholarship, leading him across the pond to Oxford University. There, he earned Last elected: November 8, 2016 an M.A. in Politics and Economy. Buehler returned to Next election: November 6, 2018 the states to attend Johns Hopkins University School of Education Medicine. The native Oregonian decided on Oregon Health & Science University for his Medical Residency, Bachelor's and has lived in the state ever since. Oregon State University
Currently, Buehler is an orthopedic surgeon at The Graduate Center for Orthopedic and Neurosurgical Care and Oxford University Research. He also serves as a member of the Board of Directors for the Ford Family Foundation and St. Charles M.D. Health System. Johns Hopkins University School of Medicine Personal Education • Roseburg High School Profession: Orthopedic surgeon • B.S. in Microbiology, Oregon State University • M.A. in Politics and Economics, Oxford University • M.D. from Johns Hopkins University School of Medicine
Political career Prior to making his first election bid for secretary of state in 2012, Buehler spent 20 years establishing his name in the local political community through his active involvement in ballot initiatives to reform campaign finance laws and to eradicate Oregon's closed partisan primary election system. Though he is registered Republican, Buehler identifies himself as a "post-partisan leader."
CLASSROOM LAW PROJECT 620 SW Main, Ste. 102, Portland, OR 97205 www.classroomlaw.org Knute Buehler’s Biography
(from Vote Smart – https://votesmart.org/canddiate/biography/135186/knute-buehler)
Current Legislative Committees • Health Care, Member • Human Services Subcommittee, Member • Revenue, Member • Tax Credits, Member • Tax Reform, Member
Caucuses/Non-Legislative Committees • Former Vice Chair, Consumer Protection and Contact Information Government Effectiveness Committee, Oregon State House of Representatives Campaign Email • Former Member, Human Services and Housing [email protected] Committee, Oregon State House of Campaign Email Representatives [email protected] Campaign Website Professional Experience https://knutebuehler.com/ • Co-Founder/Orthopedic Surgeon, The Center, Campaign Website - Instagram 1999-present https://www.instagram.com/drknutebuehler/ • Resident, Oregon Health and Science University • Former Adjunct Professor, Oregon State Campaign University School of Public Health 1901 Northwest Rivermist Drive • Former Medical Device Consultant, Various Bend, OR 97703 Companies Phone: 503-303-8441 Capitol Religious, Civic, and other 900 Court Street Northeast, H-389 Salem, OR 97301 Memberships Phone: 503-986-1454 • Member, Board of Directors, Ford Family Foundation, present Full Name: Knute C. Buehler • Member, Board of Directors, Saint Charles Gender: Male Medical Center, present Family: Wife: Patty; 2 Children: Owen, Hannah • Member, Oregon State University Foundation, Birth Place: Roseburg, OR present Home City: Bend, OR • Former Member, Bend-La Pine School District Budget Committee • Former Member, Central Oregon Medical Society Education • Former Board Member, High Desert Museum • MD, John Hopkins University School of Medicine, Board of Directors Baltimore, 1991 • Former Member, Oregon Orthopedic Association • Masters, Politics/Economics, Oxford University, • Former Board Member, Oregon State University, 1988-1990 Cascades Campus • Bachelors, Microbiology, Oregon State University, • Former Committee Member, Saint Charles Health 1986 System Foundation
Political Experience Additional Information • Representative, Oregon State House of • Pets (include names): two dogs, Winston and Lilly Representatives, 2014-present • Publications: He has published more than 20 • Candidate, Governor of Oregon, 2018 scientific papers and book chapters. • Candidate, Oregon Secretary of State, 2012
CLASSROOM LAW PROJECT 620 SW Main, Ste. 102, Portland, OR 97205 www.classroomlaw.org Candidates for Governor of Oregon Issue Priorities
Kate Brown Knute Buehler (from Kate Brown for Governor: (from Knute Buehler for Governor – https://katebrownfororegon.com) https://knutebuehler.com)
Economy & Jobs: Economy & Jobs o Help small businesses with mentorship programs, access to investment, and support for o Every child born in Oregon should get a savings entrepreneurs in rural and underserved account communities o No taxes should be raised o Making new marijuana industries safe and o Approve large natural gas facility at Coos Bay regulated. o Increase Oregon agricultural exports o Increase sick leave access & increase minimum wage Healthcare
Healthcare o Expand non-profit community health walk-in o Making sure Children’s Health Insurance clinics Program (CHIP) is fully funded. o Reduce the suicide rate o Created an Opioid Task Force o Cut opioid deaths by 50% through drug o Protect reproductive healthcare services without education & counseling any out-of-pocket costs o Make birth control more accessible
Education Education
o Full funding for all-day kindergarten o 15% funding increase for K-12 schools in the o Increase high school graduate rates state o Make college in Oregon affordable, including o Give teachers $250/yr for classroom supplies more state grants for students o Increase teaching staff diversity
Environment Environment
o Shift to clean energy technologies to reduce o Develop more land to help prevent greenhouse gas emissions homelessness o Protect public lands by updating fire prevention o Better forest management – harvest trees to use methods and conservation practices in wood products o Full funding of Outdoor School for all Oregon th o No taxes on businesses to support green energy 6 graders Equality Issues
Equality Issues o No stated policies on equal rights issues.
o Equal pay for equal work (women’s pay equality)
o Improve the process of changing legal Measure 105: Favors documents for transgender Oregonians o Help LGBTQ veterans upgrade their unfair discharges
o Fully recognize domestic partnership in Oregon
o Protect safety and security of immigrant families
Measure 105: Opposed
CLASSROOM LAW PROJECT 620 SW Main, Ste. 102, Portland, OR 97205 www.classroomlaw.org SWOT Analysis of Candidate for Governor
Directions: Find examples of strengths and weaknesses of your assigned candidate as well as some opportunities and threats that he or she faces in the elections. Provide evidence by filling in the spaces below with quotations, facts and expert insights from your resources. Cite your sources.
Assigned candidate (circle one): Kate Brown (D) Knute Buehler (R)
STRENGTHS WEAKNESSES What advantages does this candidate have going into What are some weak points in the candidate going the midterm elections? into the elections?
OPPORTUNITIES THREATS What are some opportunities that the candidate What threats or challenges does the candidate face? might be able to take advantage of?
Taking together your complete SWOT analysis, how confident are you that this candidate can win the election for Oregon governor in November?
adapted from New York Times Learning Network, learning.blogs.nytimes.com
CLASSROOM LAW PROJECT 620 SW Main, Ste. 102, Portland, OR 97205 www.classroomlaw.org
CLASSROOM LAW PROJECT 620 SW Main, Ste. 102, Portland, OR 97205 www.classroomlaw.org