Election Year Teaching Points
The presidential election season of 2004 has officially begun. Presidential candidates have embarked on campaign trails across the United States in search of votes. Newspapers and television are bombarding us daily with political advertisements, opinion polls, and issue debates. Voters are preparing to cast ballots. These activities provide numerous opportunities for learning in all content areas. This week, we offer ideas for using the elections as a point of instruction.
This Week's Tips
Locate Geographical “Hot” Spots in the National Election (Monday)
Determine where the presidential candidates are campaigning and why. Use maps and color-specific pins for each presidential candidate to pinpoint daily where they are speaking and rallying. Assign students to bring articles from newspapers and periodicals that further define campaign trail routes. As clusters begin to distinguish themselves, lead discussions with students as to why these particular geographical areas, states, or zones are receiving more attention from the candidates. Integrate analyses that utilize skills learned in your content area.
Compare and Contrast the Candidates’ Views (Tuesday)
Make distinctions between presidential platforms. As a large group, brainstorm a list of 5 to 10 key issues in the upcoming national election that affect your content area. Divide into cooperative learning groups to research, outline, and present a candidate’s stand. The candidates’ positions on issues that affect the economy, federal funding of the arts and humanities, the environment, education, and government can all serve as jumping boards for discussion. Create a chart for the comparison and contrast of the candidates’ positions on the issues for a class analysis.
Critique Debating Skills of Presidential Candidates (Wednesday)
Analyze a debate between the presidential candidates. Prior to an upcoming presidential debate, work with students on the concept of debating. It is vital to understand that a debate is a formalized argument in which participants do not yell at one another to be heard the loudest and the longest. Next, assign an at-home viewing of a presidential debate. (Or, prepare a taped segment for students to view in class.)
Research Who Can Vote in National Elections (Thursday)
Uncover voting requirements in your state. Explore constitutional amendments governing voting restriction. (Consider the 15th, 17th, 19th, 23rd, 24th, and 26th Amendments.) Research the voting requirements, qualifications, and deadlines in your particular state. How do these restrictions vary across state lines? When registering to vote, what qualifications must be met in your state? Analyze previous distributions of voter demographics to create a picture of who votes in the United States.
Conduct a Mock Election (Friday)
Celebrate voting rights by conducting a mock election in the classroom. Research the percentage of eligible voters in the United States who don’t vote. Now, ask students to determine the corresponding number of people in the class who would represent that number. Randomly deny a portion of the class a vote in the mock election. What happens to the concerns of those people who choose not to vote? Calculate the percentage of votes each candidate received. How close were the results? Was it a landslide victory or a narrow defeat?
