CLASSROOM LAW PROJECT
Empowering Democracy
Youth Summit 2008
LESSON 1
What is a class hearing and youth summit and
what do they have to do with the presidential election?
Objectives
Begin exploring issues surrounding the election of the next president;
introduce class hearing and youth summit.
Handouts (1-1) Pre- Post-Survey; (1-2) Election of the President - The Basics;
(1-3) Interview Form; (1-4) Class Hearing & Youth Summit – What They
Look Like; (1-5) Parent Letter; (1-6) Election Scavenger Hunt.
Backgrounder Inventory of a Questioning Voter
A. Daily warm-up
Without discussion, ask students to complete the pre-survey, Handout 1-1.
Elicit student reaction: what have you heard (read or seen) about the election?
Provide structure for answering the question by asking students for rules for a civil
conversation: e.g., listen respectfully, do not interrupt, all students get a chance to
speak, students may pass or repeat a previous response.
Refer to Handout 1-2, Election of the President - The Basics, to fill in gaps.
B. Interviewing Voters
Using Handout 1-3, Interview Form, students will conduct interviews after first
practicing with each other in the classroom.
• Ask students to think about the adults in their lives who vote, then brainstorm a list
of them (parents, grandparents, older siblings, teachers, babysitters, neighbors, etc.).
• Discuss what it takes to have a successful interview, e.g. friendly smile, clear voice,
eye contact.
• In pairs students will role play the interview (and, when the interviewee, imagining
themselves to be at least 18 and a voter).
• For their assignment, students will interview several individuals. Teachers should
advise school staff that students may be asking these questions. Alternative: invite
voters to classroom and interviewed by the entire class.
C. Describe the curriculum
Explain the purposes of the unit including both class hearing and Youth Summit. The
Youth Summit at PSU is merely a perk. Generate excitement. See Handout 1-4 for
descriptions. Teachers, see Handout 1-5 for a letter to parents; please edit as needed for
your use.
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CLASSROOM LAW PROJECT
D.
Empowering Democracy
Youth Summit 2008
Extended Activities
Homework / Journal Entry
Journal Entry: Something I learned today about being a questioning voter was
. This was surprising or interesting to me because
.
Election Scavenger Hunt (Handout 1-6). Consider using several sources for articles –
newspapers from different cities, or days, or from the internet. The activity challenges
students to search newspapers and other resources to collect the items on a scavenger
hunt list. Adapt the list to fit students' grade level. The list will include editorial
cartoons, news articles and photos of the candidates.
Backgrounder, Inventory of a Questioning Voter, is an interesting piece for teachers to
review on your own.
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CLASSROOM LAW PROJECT
Empowering Democracy
Youth Summit 2008 Handout 1­1 Name Period Date Pre­ & Post­Unit Survey List several questions voters should ask when electing the next president. Explain why are these questions important.
3 CLASSROOM LAW PROJECT
Empowering Democracy
Youth Summit 2008 Handout 1­2 Election of the President – The Basics According to the United States Constitution, a presidential election is to be held once every fourth year. The process of electing a President and Vice­President begins long before Election Day. Candidates from both major and minor political parties and independent candidates begin to raise money and campaign at least one year in advance of the general presidential election. In order to officially represent a political party, a candidate must be nominated by that party. The nominating process officially begins with the first state primaries and caucuses, which usually occur in the month of February of the election year (this time they began in January). It is at these local events that voters are given their first chance to participate in electing the nation’s next President. There are many factors that influence who will ultimately become the candidate for a party. The public’s perception of the candidates is influenced by such things as media reports, public opinion polls, candidate preference surveys, and advertising. The spring of an election year is characterized by intense campaigning for primaries and caucuses all over the nation. This process reaches its peak at the national conventions of the political parties. Once at the national party conventions, the delegates from the states cast votes for the person who will represent the political party in the November general election. In order to secure a party’s nomination, a candidate must receive a majority of the votes from the delegates. It is not unusual for delegates to vote several times before one candidate secures the majority of the votes and officially becomes that party’s candidate for the election to determine the next President of the United States. The candidate for President then must choose a vice­presidential candidate. If a President is running for re­election, this nomination process must be completed. Even if the President does not have any opponents from within his own political party, the national convention will still occur. The conventions are extravaganzas, full of pageantry and showmanship. They serve to help jump start the general election campaign for the presidential candidates. The primary election process ends with the national conventions of the political parties. Once the national conventions have been held, and the candidates from the political parties have been nominated and chosen, the presidential election begins in earnest as a contest between the candidates from the political parties. Some people choose to run for president without being affiliated with a political party. Such independent candidates need not concern themselves with getting nominated by a party, but must meet other requirements. For example, such candidates are required to collect a large number of signatures to support their nominations. The sources of funding used by independent candidates comes from personal funds and loans as well as fundraising campaigns. The candidates campaign right up until Election Day, when the nation finally votes for its President. The candidates travel throughout the country, making public appearance and giving speeches. The parties and the candidates use media advertising, direct mailings, telephone campaigns, and other means to persuade the voters to choose one candidate over the other(s). Often, these measures also serve to point out the weaknesses of the candidates from the other parties involved in the general election. In this national presidential election, every citizen of legal age (who has taken the steps necessary in his/her state to meet the voting requirements, such as registering to vote) has an opportunity to vote. However, the President is not chosen by direct popular vote. The Constitution requires that a process known as the Electoral College ultimately decides who will win the general election. A service of the Superintendent of Documents, U.S. Government Printing Office. Source: http://bensguide.gpo.gov/6­8/election/general.html
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Empowering Democracy
Youth Summit 2008
Handout 1-1
Name
Period
Date
Pre- & Post-Unit Survey
List several questions voters should ask when electing the next president. Explain why
are these questions important.
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CLASSROOM LAW PROJECT
Empowering Democracy
Youth Summit 2008
Handout 1-2
Election of the President – The Basics
According to the United States Constitution, a presidential election is to be held once every fourth
year. The process of electing a President and Vice-President begins long before Election Day.
Candidates from both major and minor political parties and independent candidates begin to raise
money and campaign at least one year in advance of the general presidential election. In order to
officially represent a political party, a candidate must be nominated by that party.
The nominating process officially begins with the first state primaries and caucuses, which usually
occur in the month of February of the election year (this time they began in January). It is at these
local events that voters are given their first chance to participate in electing the nation’s next
President.
There are many factors that influence who will ultimately become the candidate for a party. The
public’s perception of the candidates is influenced by such things as media reports, public opinion
polls, candidate preference surveys, and advertising.
The spring of an election year is characterized by intense campaigning for primaries and caucuses
all over the nation. This process reaches its peak at the national conventions of the political parties.
Once at the national party conventions, the delegates from the states cast votes for the person who
will represent the political party in the November general election. In order to secure a party’s
nomination, a candidate must receive a majority of the votes from the delegates. It is not unusual
for delegates to vote several times before one candidate secures the majority of the votes and
officially becomes that party’s candidate for the election to determine the next President of the
United States. The candidate for President then must choose a vice-presidential candidate.
If a President is running for re-election, this nomination process must be completed. Even if the
President does not have any opponents from within his own political party, the national convention
will still occur. The conventions are extravaganzas, full of pageantry and showmanship. They serve
to help jump start the general election campaign for the presidential candidates.
The primary election process ends with the national conventions of the political parties. Once the
national conventions have been held, and the candidates from the political parties have been
nominated and chosen, the presidential election begins in earnest as a contest between the
candidates from the political parties.
Some people choose to run for president without being affiliated with a political party. Such
independent candidates need not concern themselves with getting nominated by a party, but must
meet other requirements. For example, such candidates are required to collect a large number of
signatures to support their nominations. The sources of funding used by independent candidates
comes from personal funds and loans as well as fundraising campaigns.
The candidates campaign right up until Election Day, when the nation finally votes for its President.
The candidates travel throughout the country, making public appearance and giving speeches. The
parties and the candidates use media advertising, direct mailings, telephone campaigns, and other
means to persuade the voters to choose one candidate over the other(s). Often, these measures
also serve to point out the weaknesses of the candidates from the other parties involved in the
general election.
In this national presidential election, every citizen of legal age (who has taken the steps necessary
in his/her state to meet the voting requirements, such as registering to vote) has an opportunity to
vote. However, the President is not chosen by direct popular vote. The Constitution requires that a
process known as the Electoral College ultimately decides who will win the general election.
A service of the Superintendent of Documents, U.S. Government Printing Office.
Source: http://bensguide.gpo.gov/6-8/election/general.html
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CLASSROOM LAW PROJECT
Empowering Democracy
Youth Summit 2008
Handout 1-3
Interview Form
Student name
Date
First, tell the person what you are studying.
1. Name of person interviewed
The person's role in the community
(e.g., parent, business person, teacher, student, etc.) Note: If a person does not
wish to be named, respect his or her privacy and indicate only the person's role in
the community.
2. Ask, “do you plan to vote in the presidential election?”
Please explain
yes
3. “Have you decided which candidate you will vote for yet?” yes
no
no
undecided
undecided
4. “If so, how did you make that decision?” “If not, how will you make that decision?”
3. Next ask, "what issue or issues in this presidential election are most important to
you?" (Examples include things like economy, environment, Iraq, etc.)
4. How was this interview conducted?
in person
with a partner? If yes, who?
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by phone
by email
CLASSROOM LAW PROJECT
Empowering Democracy
Youth Summit 2008
Handout 1-4
Class Hearing & Youth Summit - What Do They Look Like?
Class Hearing
The classroom will be set-up to model a legislative hearing. It might look something like
this: at the table in front will sit the adult-legislators "taking testimony" (the students'
prepared statements) at the hearing. Invited adults might include administrators, community
leaders, lawyers, and others. Every student will testify at the hearing.
Each student will make a presentation (1-2 min.). All students will present on the following, I
would like to ask this question (or these questions), and the reason I think this is important
is because … , as time allows. The adults should also make comments and adhere to time
limits. It is helpful to record the hearing -- it heightens its importance and students may
want to refer later to something they heard.
Youth Summit
All students are encouraged to apply to represent their class at the Youth Summit held at
Portland State University on Tuesday, November 4. Each teacher will bring approximately
five students – the exact number will be determined closer to the Summit. Approximately
150 students from 30 classes will be present.
At the event, students will run mock legislative hearings and participate in a townhall-type
discussion about voting and the presidential election. After their teacher gets his or her
registration packet, students will divide up and go to their assigned hearing rooms. There
will be twelve different hearing rooms going on at the same time. In the hearing rooms,
students will find themselves with students from different schools, not with their classmates
(middle school students will be together, and high school students will be together).
Students will take on the role of legislators running a committee meeting including a student
being assigned as the committee chair and running the meeting. Teachers will make
recommendations from their students about who would make a good chairperson.
Students-legislators will have the opportunity to question a number of community leaders.
Each hearing room will be visited by 3-5 experts (one at a time) who will give testimony;
they will discuss their experience and views on voting in this election year. After students
have heard the testimony and the expert has left the room, they will discuss new ideas they
heard with their fellow student-legislators.
Then students will break for lunch and meet again with their teacher and other students
from their school. Over a "working lunch," students will discuss what they learned in the
morning hearings and what they will say in the afternoon townhall.
After lunch, all students come together for a townhall-type meeting. They will have an
opportunity to discuss their questions with a panel of distinguished experts. By the end of
the day, participants will have formed opinions to share with classmates back at their
schools as well as with their families. Students will also cast their ballot vote on their choice
for the country's next president. Results of the vote will be announced.
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Dear Parent:
During the next few weeks we will be exploring the 2008 presidential election. The
curriculum we are using is compiled by Classroom Law Project. I am pleased that focus
of the curriculum is on questions. Called, Selecting the Next President – What
Questions Should We Ask?, it guides students through issues surrounding elections so
that they engage in thoughtful, meaningful, and academically rich discussions and
activities.
The curriculum incorporates use of community leaders. As the election draws nearer,
there will be a hearing in class in which all students will participate. During the hearing
all students will "testify" before a "legislative committee" made up of community leaders.
Students will deliver prepared remarks about questions they have about electing the
next president.
On Election Day, Tuesday, November 4, a small group of selected students will have
the honor of representing our class by participating in a Youth Summit at Portland State
University. Selection criteria for students attending the Summit will include assessing
homework assignments, class participation, and peer review that will occur over the
course of this unit. Like the class hearing, the focus of the Summit is on questions
voters should ask of the candidates.
Approximately 150 middle and high school students from around the state will gather at
the Youth Summit. It will include more hearings as well as a townhall with civic leaders.
Students will also cast their own votes for their choice for president.
Please encourage your child to talk about election issues. Share your own thoughts
about being a questioning voter in this election year. We know that the strength of our
democracy depends on participation of its citizens. The goal of this unit is to help
students become active and informed citizens. Your support and encouragement is
appreciated.
Sincerely,
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CLASSROOM LAW PROJECT
Empowering Democracy
Youth Summit 2008
Handout 1-6
Election Scavenger Hunt
Challenge students to search newspapers and other sources to collect items on a scavenger
hunt list. Adapt the list to fit the grade level of your students. That list might include the following:
I.
Find examples of …
Group 1
• news article about Barack Obama's campaign,
• news article about John McCain's campaign.
Group 2
• photographs of McCain,
• photographs of Obama,
• photographs of their running mates.
Group 3
• political cartoon that relates to one of the candidates,
• political cartoon that relates to one of the campaign issues.
Group 4
• election ad or flyer for one of the candidates
• Internet Sites (examples)
News sources online: newslink.org (all major papers and more)
New York Times: nytimes.com
The Oregonian: oregonlive.com
Add your favorites!
II.
All groups consider …
A. What do the examples attempt to show the voter?
B. Are they successful?
C. What additional information would be useful for a questioning voter?
Source: adapted from a lesson by Education World, www.education-world.com
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CLASSROOM LAW PROJECT
Empowering Democracy
Youth Summit 2008 Backgrounder Inventory of a Questioning Voter Rank the items below in order of importance to a questioning voter. Then answer the italicized questions. 1. I regularly read from a major news source. List them (also consider sources, sections, and frequency): 2. I receive my news from a variety of sources (radio, newspapers, television, electronic media, etc.). Name them: 3. I discuss my views on current issues with friends, family members, or others. Identify at least one issue you have recently debated or discussed: 4. I have attended a meeting on a current problem. The meeting was about: 5. I try to understand points of view that are different from my own and I am, therefore, able to cooperate with many different kinds of people. An example is: 6. I can identify at least one major issue currently being debated in my local and government. Name the local and state issues: 7. I am involved in a community service activity. Name or describe the activity: 8. I have helped with a political campaign or volunteered my time for a political cause. Identify the campaign or the political cause: Adapted from Personal Inventory of Civic Responsibility by Close­Up on Cspan Classroom Activity, www.closeup.org/tv­act­6.htm#inventory.
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