EXPLORING THE FALL CAMPAIGN SEASON THROUGH STUDENT VOICES

With state campaigns barreling toward November general elections, you may find a unique opportunity to have students learn about government and the election process by following important campaigns in the area.

The place to start is the [Student Voices Campaign Curriculum], which will guide students from lessons about the voting system in the United States all the way through the election and analyzing media information about candidates. All the material is available online, you can print out whichever materials are applicable to your class. Rubrics and assessments are also there for your choosing.

Unit 1

In [Unit 1], the three lessons examine voting patterns and why some groups tend to vote and others do not. Students will also discuss what it means to be a leader and what qualities make one an “active citizen.” Teachers and their classes then identify which race(s) they will follow throughout the semester, discussing the responsibilities of the office(s) and what impact it has on the their community. On the website:

• [Research on voter turnout in the 2004 presidential election].
• [Watch “18 and Voting”] a Student Voices video about Philadelphia students holding voter registration drives in their high schools.
• [View an interactive timeline] from Justice Learning that explains how voting rights evolved in the United States.
• Are any of your students turning 18 before the election? Make sure they [register to vote!], a link provided in many places on the website!
• Students can utilize online [Speak Out discussions] to discuss with peers what it means to be a leader.
• Teachers can print out Unit handouts in [English] and [Spanish].

Unit 2

In [Unit 2], through “Youth Issues Agendas,” students determine which issues are important in the election and to them as potential and future voters. Students learn to examine their concerns and work with classmates to come up with a list of priorities for their elected officials. They also discuss how to make their voices heard in the government and their community. On the web site:

• [A Local Government glossary] can help students learn terms used to describe their communities and government.
• [The latest news] about important issues, archived by topic, is updated every day. Students can filter all of the news by issue to compile background research and news articles supporting their agenda.
• Teachers can print out Unit handouts in [English] and [Spanish].
• To help decide on a research focus for the semester, the Student Voices website provides many [project ideas] for use while studying campaigns.

Unit 3

In [Unit 3], students explore the candidates for election in more detail, researching current campaign advertising, websites, and debates. Using templates provided on the teacher section of the Student Voices website, teachers are encouraged to invite local candidates to discuss the issues in their classrooms. On the Web site:

• Check out these [ready-to-use templates and guidelines] for inviting candidates to your classroom!
• Want to get media coverage for a candidate visit or forum you are organizing? All the [media instructions and press release templates] you will need are on the Student Voices website, too!
• With [FactCheck.org], you and your students can examine the veracity of claims made by candidates in the media, in advertising, and in debates.
• Teachers can print out Unit handouts in [English] and [Spanish].

Unit 4

In [Unit 4], students learn to critically examine investigate the media and its coverage of candidates, issues, and the election. They discuss the importance of a free press to campaigns. On the Web site:

• [Listen to a Justice Talking program] on the media’s relationship with candidates and elected officials.
• Teachers can print out Unit handouts in [English] and [Spanish].
• On the [Useful Links] page, students will find other sites to help them with their media research, including links to most major media outlets in the United States.
• Check a recent [Speak Out discussion] about where students get their news. Students can participate in discussions throughout the semester that will help them gain insight on how their peers view the media and understand the election process.

Unit 5

In [Unit 5], students conduct outreach in their community or school, by presenting their semester-long election research or conducting a mock election with their fellow students.

• Check out some of the [projects completed by Student Voices classes] throughout the United States.
• Read about how [students at Northeast High School in Philadelphia brought a proposal before city officials to keep their local recreation centers clean]. Through Student Voices, they brought about real change for their community!

Unit 6

In [Unit 6], classes examine the results and turnout of the real election, discussing ways that turnout can be increased, particularly among 18-to-24 year olds. Students will also reflect on the semester of research and utilize their new skills about making their voices heard by writing to their newly elected officials or local media. On the Web site:

• Check out a recent Speak Out discussion about [students’ views on electronic voting technology].
• Teachers can print out Unit handouts in [English] and [Spanish]
• [Listen to a Justice Talking program] on how votes are counted in the 21st Century.

With many critical elections coming, this fall will be an exciting time for residents across the country. With Student Voices and AnnenbergClassroom resources, it can be an inspiring and educational one for your students as well!

GET THE STUDENT SPEAK OUT PASSWORD! To obtain the student password for your students to participate in the online Speak Out discussions, please e-mail [studentvoices@asc.upenn.edu].