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Why Vote?Vote? Debra Franklin

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Why Vote?Vote? Debra Franklin SOCIAL STUDIES GRADES 9-12 WHYWHY VOTE?VOTE? DEBRA FRANKLIN TIME ALLOTMENT: Introductory Activity: 45-minutes SUBJECT MATTER: Civics, Learning Activity: 60-minutes Current Events &Government Culminating Activity: 60-minutes Language Arts OVERVIEW: LEARNING OBJECTIVES: The Webster dictionary states that voting is a formal Students will be able to: expression of preference for a particular candidate for • Connect speaking, listening, reading, office or for a proposed resolution to an issue. This writing, and viewing, and tie the process is demonstrated by a show of raised hands or connection to numerous research and by ballots. This is a tradition that has been used since inquiry activities, while developing and the New England settlers arrived on the Mayflower. enhancing their communication skills. In 1619 the settlers of Jamestown in Virginia • Design or create a ballot slip for student founded the House of Burgesses as America’s first voting. representative accessibly for making laws. In 1620 • Tally election results. English Pilgrims aboard the Mayflower agreed that the • Compose slogans, and create a brochure laws for Plymouth Colony in Massachusetts would be for a chosen political candidate. subject to their approval and consent. The document • Demonstrate knowledge of candidates formalizing this agreement was the Mayflower Compact. and issues by making an oral (Reviewing U.S. History and Government: revised 1997) presentation. During the next 150 years, other English colonies were founded, from New Hampshire to STANDARDS: Georgia. The laws of each were made, in part by US Education National Standards for English the popularly elected assembly. The assemblies http://www.ncte.org/about/over/standards often successfully opposed colonial governors English appointed by England’s monarch. Even though, there were elected assemblies, no English Colony NL-ENG.K-12.4: Communication Skills was full democratic. Some people were not allowed Students adjust their use of spoken, written, and to vote. Women, slaves and white men who did not visual language (e.g., communications, own property were not allowed to vote for style, vocabulary) to communicate representatives. White males who owned property effectively with variety of audience and for set the tone and future for the voting privileges for different purpose. this country. NL-ENG.K-12.5: Communication Strategies Today the Voting Rights Act is in place to protect Students employ a wide range of strategies as the rights of all citizens.The activities in this lesson they write and use different writing are designed to help students understand the voting process elements appropriately to process to elect a political candidate or political issues. communicate with different audience for a The main focus is giving students the experience of variety of purposes. voting. Some students may be of age or become of age to vote in the next few years. In addition, the activities will help students understand the kinds of issues developed in government and help them make informed decisions or choices. Students will use the video entitled Louisiana Boys: Raised on Politics as one of the major resource components for this lesson. Louisiana Public Broadcasting • 7733 Perkins Rd • Baton Rouge, LA 70810 • 225.767.5660 • 800.272.8161 • www.lpb.org • [email protected] SOCIAL STUDIES NL-ENG.K-12.8 Developing Research Skills Students use a variety of technological and information research (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge. EL-ENG.K.12: Applying Language Skills Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information). The Louisiana Content Standards and Benchmarks for Language Arts http://www.doe.state.la.us. Standard 1: Students will read, comprehend and respond to a range of materials, using a variety of strategies for different purposes. ELA-1-H1: Using knowledge of words meaning and extending basic and technical vocabulary, employing a variety of strategies (e.g., context clues, affixes, dictionary the thesaurus) Standard 3: Students communicate using standard English grammar, usage, sentence structure, punctuation, capitalization, spelling, and handwriting. ELA-3H3: Spelling accurately using strategies and resources (e.g., glossary, dictionary, thesaurus, spell check) when necessary. Standard 4: Students will demonstrate competence in speaking and listening as tools for learning and communicating. ELA-4H5: Listening and responding to a wide variety of media (e.g., music, TV, film, speech, CD-Rom) ELA- 4H6: Participating in a variety of roles in group discussion (e.g.) active listener contribute discussion, leader, facilitator, recording, & mediation. Standard 5: Language Arts: Students will locate, select and synthesize information from a variety of text, media, references, and technological sources to acquire and communicate knowledge. ELA-5-HE-2: Locating and evaluating information sources (e.g.) print materials, databases, CD-ROM references, internet information, electronics references works, community and government data, television and radio resources, audio and visual materials. ELA-5-H3: Accessing information and conducting research using graphic organizers, outlining, note-taking, summarizing, interviewing and surveying to produce documented text and graphics. Louisiana Social Studies Content Standards & Benchmarks for Grades 9-12 http://www.la.doe.state.la.us Students develop an understanding of the structure and purposes of government, the foundations of the American democratic system, and the role of the United States in the world, while learning about the rights and responsibilities of citizenship. Civics: Citizenship and Government B. Foundations of the American Political System C-1B-H5: Evaluating the roles of political parties, campaigns, elections in American Politics. H-1A-H1: Applying key concepts, such as chronology conflict, to explain and analyze patterns of historical change continually. H-1A-H2: Explaining and analyzing events, ideals, and issues within a historical content. H-11A-H3: Interpreting, evaluating historical evidence in primary and secondary sources. From the State of Louisiana History Content standards http://www.doe.state.la.us H-1D-M1: Describing the contributions of people, events, movements, and ideals that have been significant in the history of Louisiana. H-1D-M2: Tracing the development of the various governments that have been established in Louisiana throughout its history. H-1D-M6: Examine and recognizing how folklores and other cultural elements have contributed to our local, state and national heritage. Louisiana Public Broadcasting • 7733 Perkins Rd • Baton Rouge, LA 70810 • 225.767.5660 • 800.272.8161 • www.lpb.org • [email protected] SOCIAL STUDIES MEDIA COMPONENT: Video: Louisiana Boys: Raised on Politics (Louisiana Public Broadcasting) is an unorthodox look at the colorful political culture of Louisiana politics. This 56 minutes documentary unveils the life of Louisiana politicians and governors like the legendary Huey P. Long, his brother Earl, Governor Jimmy Davis; famous for the song, “You are My Sunshine,” four times elected Governor Edwin Edwards, and reactionary racist figures like Judge Leander Perez and David Duke. The video looks at the history and the contemporary conditions of the political arena formed around Louisiana politics. The video was produced and directed by Louis Alvarez, Andrew Kolker, and Paul Stekler and was released August 26, 1992. Web sites: http://www.sec.state.la.us/elections/elections-index.htm The Web site created by the Louisiana Secretary of State of Elections Division, describes the duties and functions for laws governing voter registration and elections; some duties include but are not limited to, the maintenance of the voters registration system, scheduling of elections and the qualifications of candidates for elections. http://www.usatoday.com/news/politicselections/state12003-11-09-lagovernor- x.htm Information, images and sound files on individual Governors in Louisiana. Louisiana Parish & State Government. http://www.louisiana-parish.com Louisiana – State & Parish Guide of information on politics and the economy. http://www.encyclopedia.com Web site to track history events and topics. http://www.Louisiana.gov Information on the new governor of the state of Louisiana: Kathleen Blanco. http://infoplease.lycos.com/ This is a Web site of the Lycos almanac, enclopedia and dictionaries. Students can use this website to research and find information on various political candidates. http://encarta.msn.com/encyclopedia.com MATERIALS: Per Student: • Any school assigned American Government or Louisiana History text Book • Dictionary Per Class: • List of Web site addresses • Television/Video Cassette Player • Computers (access to computers for students) • Chart Paper • Construction paper or card paper • Colored pen, pencils or paint pens PREP FOR TEACHERS: 1. Prior to teaching the lesson, CUE the video to the beginning of the tape: Louisiana Boys: Raised on Politics. 2. Review the listed online Web sites and bookmark on students’ computer or create a Microsoft® Word® document of the Web sites. 3. Go to or call the Clerk of Courts office to obtain current voter’s pamphlets, poll books, and information on voting booths with punch or examples of punch cards. Review material obtained from the Clerk of Courts office prior to
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