CLASSROOM LAW PROJECT Elections 2016 LESSON 7 Culminate with a Class Hearing This packet includes 1. Lesson Plan: Culminate with a Class Hearing 2. Teacher Resource: Parent Letter, ghost-­‐‑written for teacher’s use 3. Handout 1: Class Hearing, culminating activity explained for students 4. Handout 2: Voting Quotations, for student activities 5. Handout 3: Of Donkeys and Elephants, the symbols explained 6. See Lesson 1 Handout 1: Pre-­‐‑Unit Survey for use as a post-­‐‑test 1 LESSON 7 Democracy cannot succeed unless those who express their choice are prepared to choose wisely. The real safeguard of democracy, therefore, is education. – Franklin D. Roosevelt CLASSROOM LAW PROJECT Elections 2016 LESSON 7 Culminate with a Class Hearing Objective Standards Materials Resources Students will explain and justify their opinions about the 2016 elections in a mock legislative hearing. Civics and Government 8.26 – Examine a controversial event, issue, or problem from more than one perspective. 8.28 – Investigate a response or solution to an issue or problem and support or oppose, using research. H.S.60 – Analyze an event, issue, problem, or phenomenon from varied or opposing perspectives or points of view. H.S.62 – Propose, compare, and judge multiple responses, alternatives, or solutions to issues or problems; then reach an informed, defensible, supported conclusion. H.S.63 – Engage in informed and respectful deliberation and discussion of issues, events, and ideas. Copies of handouts and worksheets – Class Hearing handout, Voting Quotations handout, Of Elephants and Donkeys handout Parent Letter A. What is a class hearing and how is it connected with elections? This unit on elections may culminate with students participating in hearings in their classroom. Hearings create a forum for students to practice the skills of active, informed citizens. The classroom will model a legislative hearing. Invited adults will sit at a table in front where they will "ʺtake testimony,"ʺ that is, listen to the students'ʹ presentations. Think of it as a mock legislative hearing where the adults are the legislators and the students are offering expert testimony. The hearing is connected to the elections because students’ “testimony” will focus on information they will learn in this unit. Students will offer their own views about what they learned about the elections, ask questions and receive feedback. Classroom Law Project staff is available to help including, but not limited to, being among the adults taking testimony at 2 LESSON 7 Democracy cannot succeed unless those who express their choice are prepared to choose wisely. The real safeguard of democracy, therefore, is education. – Franklin D. Roosevelt CLASSROOM LAW PROJECT Elections 2016 your class hearing. Please contact us! Teachers are encouraged to send a letter to parents explaining this unit. A ghost-­‐‑written letter for your use is provided in the Resources for teachers to modify as needed. B. Preparing for the Hearing 1. Preparing for a hearing in your classroom All students prepare to answer questions in one minute or less at their hearing. In the interest of time and attention, teachers are encouraged to split the questions up. Whether students answer an additional question and, if so, which one, is at the teacher’s discretion. 1. My advice for the candidate(s) (which one[s]?) is (explain what and why) … 2. My advice for voter(s) is (explain what and why) … 3. After studying about the elections, I am still pondering (because) … Explain that during the hearing, all students have air-­‐‑time and will respond orally. Students will write individual presentations then practice oral presentations. Each student has about one minute. Every student testifies at the hearing. Describe the hearing (Handout 1). Students should consider their responsibilities as witnesses testifying at a hearing. Each student is an official witness and needs to make a presentation – the purpose is to inform the panel of what they have learned. Before hearing day, adult guests should be invited to be on the panel that will take students’ testimony. Guests will act as legislators conducting a hearing – listening and commenting. Invite school administrators, board members, community leaders, political party leaders, lawyers, CLP staff, etc. 2. Class Hearing Set up classroom for a hearing. Adult guests sit on the panel and hear students'ʹ speeches on the questions above. Review description of class hearing including students'ʹ responsibilities as witnesses testifying at a hearing. Students stand (yes, it is true that witnesses do not stand in real hearings but this is good practice) and respond to question 1, 2, or 3 (or whatever assignment has been made). Student presentations should not exceed one minute per student. Adult guests should be asked to answer the same questions as the students but to hold their responses and comments until the end. As time allows, ask students to make recommendations or offer comments to policy makers. It is helpful to record the hearing – it heightens its importance and students may want to 3 LESSON 7 Democracy cannot succeed unless those who express their choice are prepared to choose wisely. The real safeguard of democracy, therefore, is education. – Franklin D. Roosevelt CLASSROOM LAW PROJECT Elections 2016 refer later to something they heard. 3. Hearing Debrief (next day) Students share impressions of the hearing. Students should be encouraged to discuss new information they learned, if views changed, and so on. C. Extras Use Voting Quotations handout to further explore the importance of voting. Read the quotations aloud as a class. One half of the class will work with quotes from the first page of the handout and the other half with the second. With students in pairs or triads, read quotes again and choose one quote to interpret. Be prepared to tell the class why you chose this quote. Students will create a: 1. bumper sticker, 2. poster, 3. rap or song, 4. Public Service Announcement (PSA), or 5. cartoon. Present projects to the class. Read how the Of Elephants and Donkeys handout to learn how these symbols of the Republican and Democratic parties came into being. Two versions are of the story are provided, each with a slightly different slant. Students may be divide into two groups, share their version, compare and contrast with the other. Ask students to draw their own political cartoon using these symbols. Present cartoons to the class. C. Exit Ticket – Post-­‐‑Test Using Lesson 1 Handout 1 Pre-­‐‑Unit Survey, ask students to answer the question again as a post-­‐‑test. Discuss if students’ three words changed, why or why not. What characteristics do you believe are most important for a president and why? Or, "ʺsomething I learned today about being a questioning voter was . This was surprising or interesting to me because ."ʺ 4 LESSON 7 Democracy cannot succeed unless those who express their choice are prepared to choose wisely. The real safeguard of democracy, therefore, is education. – Franklin D. Roosevelt September 2016 Dear Parent: During the next few weeks our class will be exploring Oregon elections. The curriculum we are using is compiled by Classroom Law Project. I am pleased that the focus of the curriculum is on questions. The lessons guide students through an inquiry into issues surrounding elections so that they engage in thoughtful, meaningful, and academically rich discussions and activities. Particular attention will be given to the importance of civil discourse, and this will be practiced in our classroom. The curriculum incorporates use of community leaders. As the election draws near, there will be a hearing in class in which all students will participate. During the hearing all students will "ʺtestify"ʺ before a "ʺlegislative committee"ʺ made up of community leaders. Students will deliver prepared remarks about questions they have answered – or still may have – about Oregon elections. Please encourage your child to talk about election issues. Share your own thoughts about being a inquiring, informed voter in this election season. 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. If you have any questions about the curriculum, please let me know. If you would like to see the lessons, they are available free of charge on Classroom Law Project’s website, www.classroomlaw.org. Sincerely, CLASSROOM LAW PROJECT Elections 2016 HANDOUT 1 Class Hearing Class Hearing – in your classroom, late October-­‐‑early November This culminating activity is modeled to resemble what happens in hearings – from local agencies to state and federal legislatures. Our mock hearing will include invited adults in the role of the “legislators” and they will take “testimony” from experts appearing before them – you! Every student will testify at the hearing. Our classroom will be set-­‐‑up to resemble a legislative hearing. A table at the front is where invited adults will be "ʺtaking testimony"ʺ from students. Another table or podium will be set up in front for the students to make their presentations. Each student will make a presentation approximately 1-­‐‑minute in length. All students will answer one of the questions below. Your job is to inform the panel of what you have learned. Opinions must be supported by evidence – facts learned while studying this unit. Suggested questions for students’ 1-­‐‑minute presentations include: 1. My advice for the candidate(s) (which one[s]?) is (explain what and why) … 2. My advice for voter(s) is (explain what and why) … 3. After studying about the elections, I am still pondering (because) … The adults may also make comments and should adhere to time limits. LESSON 7 CLASSROOM LAW PROJECT Elections 2016 HANDOUT 2 Voting Quotations 1. All that is needed for the triumph of evil is for good people to do nothing. -­‐‑Edmund Burke, British statesman and philosopher (1729 -­‐‑ 1797) 2. Americans need a broader view of citizenship -­‐‑ it goes well beyond voting, jury duty, and community service. -­‐‑Nick Homer, Executive Director, Good Citizen 3. Ask not what your country can do for you -­‐‑ ask what you can do for your country. -­‐‑John F. Kennedy, 35th President of the U.S. (1917 -­‐‑ 1963) 4. We don'ʹt need a war on drugs, a war on crime, or a war on poverty. What we need is a war on complacency. -­‐‑Nick Homer, Executive Director, Good Citizen (August 2004) 5. It’s not always the same thing to be a good man and a good citizen. -­‐‑Aristotle, Ancient Greek Philosopher, Scientist and Physician 6. Bad officials are elected by good citizens who do not vote. -­‐‑George Jean Nathan, American Journalist, Critic, Essayist and Editor, (1882-­‐‑1958) 7. A passive and ignorant citizenry will never create a sustainable world. -­‐‑Andrew Gaines, creativity trainer, sustainability philosopher 8. The “Silent Majority”? There is no “Silent Majority”. It'ʹs an oxymoron. In a democracy, when the majority is silent, they are the minority. -­‐‑Nick Homer, Executive Director, Good Citizen (May 2003) 9. The most important office ... that of private citizen. -­‐‑Louis D. Brandeis, US Supreme Court Justice 10. Citizenship consists in the service of the country. -­‐‑Jawaharlal Nehru 1 LESSON 7
CLASSROOM LAW PROJECT Elections 2016 11. Voting is the least arduous of a citizen'ʹs duties. He has the prior and harder duty of making up his mind. -­‐‑Ralph Barton Perry 12. Citizenship comes first today in our crowded world ... No man can enjoy the privileges of education and thereafter with a clear conscience break his contract with society. To respect that contract is to be mature, to strengthen it is to be a good citizen, to do more than your share under it is noble. -­‐‑Isaiah Bowman 13. The first requisite of a good citizen in this republic of ours is that he should be able and willing to pull his weight. -­‐‑Theodore Roosevelt, 26th President 14. Among free men there can be no successful appeal from the ballot to the bullet. -­‐‑Abraham Lincoln, 16th President 15. The margin is narrow, but the responsibility is clear. -­‐‑John Fitzgerald Kennedy, 35th President 16. In times of stress and strain, people will vote. -­‐‑Anonymous 17. There can no longer be anyone too poor to vote. -­‐‑Lyndon Baines Johnson, 36th President 18. The future of this republic is in the hands of the American voter. -­‐‑Dwight D. Eisenhower, 34th President Half of the American people never read a newspaper. Half never voted for President. One hopes it is the same half. -­‐‑Gore Vidal
19.
20. “Elections belong to the people. It'ʹs their decision. If they decide to turn their back on the fire and burn their behinds, then they will just have to sit on their blisters.” -­‐‑Abraham Lincoln, 16th President 2 LESSON 7
Classroom Law Project Elections 2016 HANDOUT 3 Of Donkeys and Elephants Over the years, the donkey and the elephant have become the accepted symbols of the Democratic and Republican parties. Although the Democrats have never officially adopted the donkey as a party symbol, we have used various donkey designs on publications over the years. The Republicans have actually adopted the elephant as their official symbol and use their design widely. The Democrats think of the elephant as bungling, stupid, pompous and conservative -­‐‑-­‐‑ but the Republicans think it is dignified, strong and intelligent. On the other hand, the Republicans regard the donkey as stubborn, silly and ridiculous -­‐‑-­‐‑ but the Democrats claim it is humble, homely, smart, courageous and loveable. When Andrew Jackson ran for president in 1828, his opponents tried to label him a "ʺjackass"ʺ for his populist views and his slogan, "ʺLet the people rule."ʺ Jackson, however, picked up on their name calling and turned it to his own advantage by using the donkey on his campaign posters. During his presidency, the donkey was used to represent Jackson'ʹs stubbornness when he vetoed re-­‐‑chartering the National Bank. The first time the donkey was used in a political cartoon to represent the Democratic party, it was again in conjunction with Jackson. Although in 1837 Jackson was retired, he still thought of himself as the Party'ʹs leader and was shown trying to get the donkey to go where he wanted it to go. The cartoon was titled "ʺA Modern Baalim and his Ass."ʺ Interestingly enough, the person credited with getting the donkey widely accepted as the Democratic party'ʹs symbol probably had no knowledge of the prior associations. Thomas Nast, a famous political cartoonist, came to the United States with his parents in 1840 when he was six. He first used the donkey in an 1870 Harper'ʹs Weekly cartoon to represent the "ʺCopperhead Press"ʺ kicking a dead lion, symbolizing Lincoln'ʹs Secretary of War Edwin M. Stanton, who had recently died. Nast intended the donkey to represent an anti-­‐‑war faction with whom he disagreed, but the symbol caught the public'ʹs fancy and the cartoonist continued using it to indicate some Democratic editors and newspapers. Later, Nast used the donkey to portray what he called "ʺCaesarism"ʺ showing the alleged Democratic uneasiness over a possible third term for Ulysses S. Grant. In conjunction with this issue, Nast helped associate the elephant with the Republican party. Although the elephant had been connected with the Republican party in cartoons that appeared in 1860 and 1872, it was Nast'ʹs cartoon in 1874 published by Harper'ʹs Weekly that made the pachyderm stick as the Republican'ʹs symbol. A cartoon titled "ʺThe Third Term Panic,"ʺ showed animals representing LESSON 7 1 Classroom Law Project Elections 2016 various issues running away from a donkey wearing a lion'ʹs skin tagged "ʺCaesarism."ʺ The elephant labeled "ʺThe Republican Vote,"ʺ was about to run into a pit containing inflation, chaos, repudiation, etc. By 1880 the donkey was well established as a mascot for the Democratic party. A cartoon about the Garfield-­‐‑Hancock campaign in the New York Daily Graphic showed the Democratic candidate mounted on a donkey, leading a procession of crusaders. Adlai Stevenson provided one of the most clever descriptions of the Republican'ʹs symbol when he said, "ʺThe elephant has a thick skin, a head full of ivory, and as everyone who has seen a circus parade knows, proceeds best by grasping the tail of its predecessor."ʺ www.democrats.org/about/donkey.html. Paid for by the Democratic National Committee — 430 S. Capitol St. SE, Washington DC 20003. This communication is not authorized by any candidate or candidate'ʹs committee. LESSON 7 2 Classroom Law Project Elections 2016 How did Republicans pick the elephant, and Democrats the donkey? by Ilona Nickels C-­‐‑Span Resident Congressional Scholar, Long Island, New York -­‐‑ 9/5/00 They didn'ʹt pick these labels – they got stuck with them! Their origin as symbols for the parties is attributed to a political cartoonist, Thomas Nast, who used the donkey Why Nast chose the donkey and the elephant is a pretty complicated story. One version traces it to the "ʺCentral Park Menagerie Scare of 1874,"ʺ a hoax foisted on its readers by the New York Herald newspaper. The Herald ran a deliberately false story about animals breaking out of the zoo and foraging for food throughout Central Park. Around the same time, the Herald was running a series of editorials against a 3rd term for President Ulysses S. Grant, calling the possibility "ʺCaesarism."ʺ Nast combined these two elements together for the first time in an 1874 cartoon for Harper'ʹs Weekly. He had a donkey disguised as a lion trying to scare away the animals in a forest. The donkey was a symbol for the New York Herald; the lion-­‐‑skin costume was a symbol for a scare tactic [the paper crying wolf with "ʺCaesarism"ʺ], and the animals in the forest were the symbol for the newspaper'ʹs hoax about zoo animals in Central Park. One of the animals frightened by the donkey'ʹs roar of Caesarism was an elephant – a symbol for Republican voters, who were abandoning President Grant, and in Nast'ʹs view, about to fall into the Democrats'ʹ trap. Other cartoonists of the time picked up the idea of the timid elephant representing Republicans, and that symbol for the party became widely recognized and accepted by the general public. Although Nast'ʹs original interpretation used the donkey to stand in for a Democrat-­‐‑leaning newspaper scaring away Republican voters, his cartoon showing a duplicitous donkey attacking a weak-­‐‑minded elephant, became a handy symbol for other cartoonists wanting to represent Democrats attacking Republicans. Popular recognition of the image overrode the party'ʹs own wishes – the Democratic party has never officially adopted the donkey as its emblem, but came to accept the reality that the symbol had stuck. Another explanation for the donkey as political symbol stems from the 1828 presidential campaign -­‐‑-­‐‑ during which Andrew Jackson was labeled a "ʺjackass,"ʺ for his populist views. Jackson proudly seized the label and began using donkeys on his campaign posters. During his presidency, cartoonists sometimes used the donkey to illustrate President Jackson'ʹs stubbornness on certain issues. After Jackson, the donkey symbol largely faded, to be revived again by Thomas Nast in his 1870'ʹs cartoons. LESSON 7 3 Classroom Law Project Elections 2016 Over time, Republicans came to view the elephant emblem as a sign of strength and intelligence, while their opponents portrayed it as a timid and clumsy behemoth. Democrats seized the "ʺjackass"ʺ label, and transformed it into a clever and courageous donkey. As is still true today, it'ʹs all in the spin! © 2000, National Cable Satellite Corporation http://legacy.c-­‐‑span.org/questions/week174.asp LESSON 7 4