1 Voting Lesson Plan Student Objectives Discuss the importance of voting in democratic societies. Learn how compulsory voting works in democratic countries that use it. Analyze the reasons for supporting and opposing compulsory voting. Identify areas of agreement and disagreement with other students. Decide, individually and as a group, whether compulsory voting is a necessary democratic reform; support decisions based on evidence and sound reasoning. Reflect on the value of deliberation when deciding issues in a democracy. Question for Deliberation Should voting be compulsory in our democracy? Materials Lesson Procedures Handout 1 Deliberation Guide Handout 2 Deliberation Worksheet Handout 3 Student Reflection on Deliberation Reading Selected Resources Deliberation Question with Arguments (optional use if students have difficulty extracting the arguments or time is limited) 2005 Constitutional Rights Foundation Chicago. All Constitutional Rights Foundation Chicago materials and publications are protected by copyright. However, we hereby grant to all recipients a license to reproduce all material contained herein for distribution to students, other school site personnel, and district administrators.
2 Voting Reading Voting is key to civic participation in a democratic society. Elections are a vital way for people to express their views and promote change. Elections also are seen as affirming a country s commitment to democracy. For a nation to be a democracy, every eligible adult citizen should have the right to vote. Governments that do not offer their citizens a choice to vote for more than one candidate are not generally viewed as real democracies. Evidence indicates that people around the world place great value on their right to vote. In democracies where open elections are relatively new, voter turnout is usually very high. But in other democracies, many adults choose not to vote. For example, in the 2004 American national elections, fewer than 60 percent of eligible voters cast ballots. Things are not much better in other democracies. When the first open elections were held in Lithuania in 1993, more than 78 percent of registered voters participated, compared with about 50 percent in the 2004 elections. In the 2006 election in the Czech Republic, about 65 percent of eligible voters cast ballots, a substantial drop from the 1992 election, when 85 percent of people voted. Estonia has seen participation fall from 78 percent in 1990 to 58 percent in Worries about Low Voter Participation in Elections Many experts and ordinary people in democratic countries are concerned about low voter participation in elections. Democratic societies have tried numerous ways to increase voter turnout. Laws and practices that seem to increase voting include: 2005, 2006 Constitutional Rights Foundation Chicago. All Constitutional Rights Foundation Chicago materials and publications are protected by copyright. However, we hereby grant to all recipients a license to reproduce all material contained herein for distribution to students, other school site personnel, and district administrators.
3 Advertising or advocating voting. Mailing sample ballots and polling information in advance. Early voting before election day at convenient locations. Electronic systems or mail-in ballots, where citizens can vote from home. Election day registration. Longer hours at polling places on election day. Because of the importance attached to voting, some people who are concerned about low turnout have proposed requiring people to vote. This practice is called compulsory voting Civic Participation and Compulsory Voting In several democratic countries including Argentina, Australia, Belgium, Italy, and Mexico citizens are required to vote in national elections. In these countries, voting is seen not only as a right but also as a civic responsibility. Compulsory voting also has a history in the United States. Simon Jackman of Stanford University notes that North Dakota (1898) and Massachusetts (1918) amended their constitutions to allow compulsory voting, but their legislatures never passed laws to make voting compulsory. In countries with compulsory voting laws, each citizen must register and show up at the polls to vote. They are not required to vote for any particular candidate. Sometimes people deliberately spoil their ballots to show their disapproval of the listed candidates or just vote randomly for any candidate. Those who choose not to vote and do not have a valid reason must pay a small fine. According to the Australian Legal Information Institute, Australians who do not vote, lack a valid and sufficient reason for not voting, and refuse to pay the fine may be jailed, although this Deliberating in a Democracy 2005, 2006 Constitutional Rights Foundation Chicago. 2
4 punishment is rare. In other countries with compulsory voting, the penalties for persons who choose not to vote are often not enforced. Generally, countries that have compulsory voting also have strong, nationally centralized voting systems. In Peru, for example, the voter registration system is coordinated by an official organization that maintains the national voting database. People are given a national voter identification card with a photograph and thumbprint when they reach voting age. Registration is transferred whenever a person moves Compulsory Voting: Advocates and Opponents Advocates for compulsory voting make several arguments for why the practice should be adopted by democratic societies. First, compulsory voting laws do increase voter turnout. Political scientists Louis Massicotte, Andre Blais, and Antoine Yoshinaka, who study countries that mandate voting, estimate that compulsory voting increases voter turnout by 8 to 15 percent. The increase is most often seen among people who normally do not vote, particularly the poor and less educated. As Simon Jackman notes, to the extent that compulsory voting increases turnout, compulsory voting also removes socioeconomic differences in electoral participation. In other words, say advocates, the higher the rate of voter participation in democratic elections, the more those elections can be said to represent legitimately the will of the people. Supporters also see important civic outcomes in compulsory voting. In their view, voting is a necessary part of a citizen s work. While they acknowledge that this responsibility might compel people to vote against their will, as American legal commentator John Dean notes, so is the compulsion to drive only on the right side of the road. Requiring citizens to vote is no more restrictive than requiring them to register for the draft. And it is far less restrictive than requiring Deliberating in a Democracy 2005, 2006 Constitutional Rights Foundation Chicago. 3
5 us, for example, to attend school; to serve on juries, possibly for weeks or months at a time; to pay taxes; or to serve in the military when drafted. (V)oting is the least a citizen can do for his or her country. Furthermore, advocates claim an element of civic education through voting: if people know they must vote, they will pay closer attention to the issues and go to the polls more informed. Compulsory voting laws will reinforce the idea that voting is a vital part of democratic citizenship. Opponents of compulsory voting argue that, at least in the United States, citizens do not want compulsory voting, a fact supported by a 2004 survey conducted by ABC News. In fact, opponents argue that low voter turnout may well be a sign of overall voter satisfaction, not disappointment, with the current system. Because voting is an expression of faith in the political system, opponents of compulsory voting also argue that deciding not to vote is one of the few tools citizens have to challenge corruption or fraud. When the people have reason to believe that their votes will not be counted, will be tampered with by election officials, or will be otherwise misrepresented, forcing them to vote compels them to endorse a false outcome. Canadian academic Filip Palda agrees: The less legitimate politicians feel, the more they try to pass laws that build around their regimes a Potemkin façade of citizen involvement. This is why Soviet Bloc countries forced their citizens to vote. Forcing people to vote in a corrupt or meaningless election actually weakens citizen power in a democratic society. In addition, opponents of compulsory voting worry about the central government s control of the information that compulsory voting requires. Today, when computers and information databases can reveal so much about a person, decentralized control of election information is an important way to protect citizens from an increasingly powerful national government. More Deliberating in a Democracy 2005, 2006 Constitutional Rights Foundation Chicago. 4
6 fundamentally, opponents argue that voting is not an obligation but a privilege. If the goal is to foster citizen participation, then there are easier and better ways than compulsory voting to foster civic engagement. By increasing the level of education people receive, countries can help their citizens better understand public issues and how to address them meaningfully. Reminding people that they must choose to vote fosters the personal responsibility necessary for every democracy. Finally, critics of compulsory voting say that forcing participation of millions of people who neither know nor care about an election is counterproductive. Is making voting compulsory a step toward greater participation by better informed voters, or a counterproductive strategy that will weaken citizen power? As democracies seek to engage more citizens in the vital act of voting, citizens must be prepared to deliberate this and other proposals aimed at making elections truly representative. Deliberating in a Democracy 2005, 2006 Constitutional Rights Foundation Chicago. 5
7 Voting Selected Resources ABC News, ABC News Poll: Compulsory Voting (June 11, 2004), Carter, Jimmy, Peru Can Give U.S. Lessons in How to Hold Elections, Atlanta Journal- Constitution (April 22, 2001), available from the Carter Center, Compulsory Enrollment and Voting (Kensington, NSW, Australia: Australasian Legal Information Institute, Legal Information Access Centre, 2001), Dean, John W., Is It Time to Consider Mandatory Voting Laws? Writ: FindLaw s Legal Commentary (February 23, 2003), Gratschew, Maria, Compulsory Voting (Stockholm, Sweden: International Institute for Democracy and Electoral Assistance, April 2001), Presidential Elections: IDEA Voter Turnout Report (Stockholm, Sweden: International Institute for Democracy and Electoral Assistance, November 12, 2004), Jackman, Simon, Compulsory Voting, a contribution to Elsevier s International Encyclopedia of the Social and Behavioral Sciences (December 1, 2004), ckman%20to%20appear%20in%20the%20international%20encyclopedia. Palda, Filip, Vote. Or Else! Fraser Forum (February 2001), United Press International, Mandatory Voting Proposed in Canada, The Washington Times (January 1, 2005), 2005, 2006 Constitutional Rights Foundation Chicago. All Constitutional Rights Foundation Chicago materials and publications are protected by copyright. However, we hereby grant to all recipients a license to reproduce all material contained herein for distribution to students, other school site personnel, and district administrators.
8 Voting Deliberation Question with Arguments Deliberation Question Should voting be compulsory in our democracy? YES Arguments to Support Deliberation Question 1. Most democratic nations require citizens to do many things that are in the public interest, such as paying taxes, sending children to school, and serving as jurors. Voting is just as important. 2. Democracy is based on the idea that everyone participates and is responsible for the common good. If democracy means government by the people, then being a good citizen means actively selecting who will represent you. 3. There is consistent evidence that compulsory voting increases voter participation, particularly among poor and less educated people. 4. Democratically elected governments are more legitimate when a high proportion of the population votes. 5. If people know they will be fined for not voting, they will pay closer attention to the issues and stances of candidates and go to the polls informed. 6. Political parties can focus more on educating people about their ideas and candidates instead of trying to convince them to vote. 2005, 2006 Constitutional Rights Foundation Chicago. All Constitutional Rights Foundation Chicago materials and publications are protected by copyright. However, we hereby grant to all recipients a license to reproduce all material contained herein for distribution to students, other school site personnel, and district administrators.
9 Voting Deliberation Question with Arguments Deliberation Question Should voting be compulsory in our democracy? NO Arguments to Oppose Deliberation Question 1. People should have the right to refuse to participate in politics. Just as the right of free speech includes the right to be silent, the right to vote should include the right NOT to vote. 2. Forcing people to vote in what they believe are fraudulent or meaningless elections breeds cynicism about democratic processes and betrays core democratic principles. 3. Compulsory voting requires extensive and centralized databases of citizen information. In today s world, where computers and information databases can reveal so much about a person, the decentralized control of election information is an important way to protect citizens from an increasingly powerful national government. 4. Low voter turnout may indicate that voters are satisfied with the current system and see no need to change it. 5. People who are required to vote will not be wise or informed voters. Also, people who are voting against their will may simply vote for a candidate at random. 6. High rates of voter participation do not mean that people have freedom or support the government. Totalitarian governments often force people to vote. For example, voter turnout in the Soviet Union between 1950 and 1984 averaged percent. 2005, 2006 Constitutional Rights Foundation Chicago. All Constitutional Rights Foundation Chicago materials and publications are protected by copyright. However, we hereby grant to all recipients a license to reproduce all material contained herein for distribution to students, other school site personnel, and district administrators.
10 Step One: Introduction Lesson Procedures Introduce the lesson and the Student Objectives on the Lesson Plan. Distribute and discuss Handout 1 Deliberation Guide. Review the Rules of Deliberation and post them in a prominent position in the classroom. Emphasize that the class will deliberate and then debrief the experience. Step Two: Reading Distribute a copy of the Reading to each student. Have students read the article carefully and underline facts and ideas they think are important and/or interesting (ideally for homework). Step Three: Grouping and Reading Discussion Divide the class into groups of four or five students. Group members should share important facts and interesting ideas with each other to develop a common understanding of the article. They can record these facts and ideas on Handout 2 Deliberation Activities (Review the Reading). Step Four: Introducing the Deliberation Question Each Reading addresses a Deliberation Question. Read aloud and/or post the Deliberation Question and ask students to write the Deliberation Question in the space provided on Handout 2. Remind students of the Rules for Deliberation on Handout 1. Step Five: Learning the Reasons Divide each group into two teams, Team A and Team B. Explain that each team is responsible for selecting the most compelling reasons for its position, which you will assign. Both teams should reread the Reading. Team A will find the most compelling reasons to support the Deliberation Question. Team B will find the most compelling reasons to oppose the Deliberation Question. To ensure maximum participation, ask everyone on the team to prepare to present at least one reason. Note: Team A and Team B do not communicate while learning the reasons. If students need help identifying the arguments or time is limited, use the Deliberation Question with Arguments handouts. Ask students to identify the most compelling arguments and add any additional ones they may remember from the reading. Step Six: Presenting the Most Compelling Reasons Tell students that each team will present the most compelling reasons to support or oppose the Deliberation Question. In preparation for the next step, Reversing Positions, have each team listen carefully for the most compelling reasons. 2005, 2006, 2007 Constitutional Rights Foundation Chicago. All Constitutional Rights Foundation Chicago materials and publications are protected by copyright. However, we hereby grant to all recipients a license to reproduce all material contained herein for distribution to students, other school site personnel, and district administrators.
11 Team A will explain their reasons for supporting the Deliberation Question. If Team B does not understand something, they should ask questions but NOT argue. Team B will explain their reasons for opposing the Deliberation Question. If Team A does not understand something, they should ask questions, but NOT argue. Note: The teams may not believe in or agree with their reasons but should be as convincing as possible when presenting them to others. Step Seven: Reversing Positions Explain that, to demonstrate that each side understands the opposing arguments, each team will select the other team s most compelling reasons. Team B will explain to Team A what Team A s most compelling reasons were for supporting the Deliberation Question. Team A will explain to Team B what Team B s most compelling reasons were for opposing the Deliberation Question. Step Eight: Deliberating the Question Explain that students will now drop their roles and deliberate the question as a group. Remind the class of the question. In deliberating, students can (1) use what they have learned about the issue and (2) offer their personal experiences as they formulate opinions regarding the issue. After deliberating, have students find areas of agreement in their group. Then ask students, as individuals, to express to the group their personal position on the issue and write it down (see My Personal Position on Handout 2). Note: Individual students do NOT have to agree with the group. Step Nine: Debriefing the Deliberation Reconvene the entire class. Distribute Handout 3 Student Reflection on Deliberation as a guide. Ask students to discuss the following questions: What were the most compelling reasons for each side? What were the areas of agreement? What questions do you still have? Where can you get more information? What are some reasons why deliberating this issue is important in a democracy? What might you or your class do to address this problem? Options include teaching others about what they have learned; writing to elected officials, NGOs, or businesses; and conducting additional research. Consider having students prepare personal reflections on the Deliberation Question through written, visual, or audio essays. Personal opinions can be posted on the web. Step Ten: Student Poll/Student Reflection Ask students: Do you agree, disagree, or are you still undecided about the Deliberation Question? Record the responses and have a student post the results on under the partnerships and/or the polls. Have students complete Handout , 2006, 2007 Constitutional Rights Foundation Chicago.
12 Handout 1 Deliberation Guide What Is Deliberation? Deliberation (meaningful discussion) is the focused exchange of ideas and the analysis of arguments with the aim of making a decision. Why Are We Deliberating? Citizens must be able and willing to express and exchange ideas among themselves, with community leaders, and with their representatives in government. Citizens and public officials in a democracy need skills and opportunities to engage in civil public discussion of controversial issues in order to make informed policy decisions. Deliberation requires keeping an open mind, as this skill enables citizens to reconsider a decision based on new information or changing circumstances. What Are the Rules for Deliberation? Read the material carefully. Focus on the deliberation question. Listen carefully to what others are saying. Check for understanding. Analyze what others say. Speak and encourage others to speak. Refer to the reading to support your ideas. Use relevant background knowledge, including life experiences, in a logical way. Use your heart and mind to express ideas and opinions. Remain engaged and respectful when controversy arises. Focus on ideas, not personalities. 2005, 2006, 2007 Constitutional Rights Foundation Chicago. All Constitutional Rights Foundation Chicago materials and publications are protected by copyright. However, we hereby grant to all recipients a license to reproduce all material contained herein for distribution to students, other school site personnel, and district administrators.
13 Handout 2 Deliberation Activities Review the Reading Determine the most important facts and/or interesting ideas and write them below. 1) 2) 3) Deliberation Question Learning the Reasons Reasons to Support the Deliberation Question (Team A) Reasons to Oppose the Deliberation Question (Team B) My Personal Position On a separate sheet of paper, write down reasons to support your opinion. You may suggest another course of action than the policy proposed in the question or add your own ideas to address the underlying problem. 2005, 2006, 2007 Constitutional Rights Foundation Chicago. All Constitutional Rights Foundation Chicago materials and publications are protected by copyright. However, we hereby grant to all recipients a license to reproduce all material contained herein for distribution to students, other school site personnel, and district administrators.
14 Name: Date: Teacher: Handout 3 Student Reflection on Deliberation Large Group Discussion: What We Learned What were the most compelling reasons for each side? Side A: Side B: What were the areas of agreement? What questions do you still have? Where can you get more information? What are some reasons why deliberating this issue is important in a democracy? What might you and/or your class do to address this problem? Individual Reflection: What I Learned Which number best describes your understanding of the focus issue? [circle one] NO DEEPER MUCH DEEPER UNDERSTANDING UNDERSTANDING What new insights did you gain? What did you do well in the deliberation? What do you need to work on to improve your personal deliberation skills? What did someone else in your group do or say that was particularly helpful? Is there anything the group should work on to improve the group deliberation? 2005, 2006, 2007 Constitutional Rights Foundation Chicago. All Constitutional Rights Foundation Chicago materials and publications are protected by copyright. However, we hereby grant to all recipients a license to reproduce all material contained herein for distribution to students, other school site personnel, and district administrators.
Public Demonstrations Lesson Plan Student Objectives Understand the fundamental importance of public demonstrations in guaranteeing freedom of expression, particularly by disfavored or marginal groups.
FINAL REPORT Public Opinion Survey at the 39th General Election Prepared for: Elections Canada May 2006 336 MacLaren Street Ottawa, ON K2P 0M6 TABLE OF CONTENTS List of Exhibits Introduction...1 Executive
Lesson Plan: Improving Elections OVERVIEW This lesson plan is designed to be used with the film, Election Day, which shows the experiences of a number of people in various parts of the United States on
Part-II: Social Sciences and Humanities ISSN-L: 2223-9553, ISSN: 2223-9944 EXPLORING POLITICAL ATTITUDE AMONG EDUCATED YOUTH: A STUDY AT UNIVERSITY OF SARGODHA Shahid Iqbal Department of Sociology, University
Where Have All the Voters Gone? A Discussion Guide Many Americans express frustration and concern about poor and decreasing voter turnout rates in local and national elections. Discussion about why citizens
UNIT THREE POLITICAL SOCIALIZATION POLITICAL SOCIALIZATION PUBLIC OPINION PUBLIC OPINION, THE SPECTRUM, & ISSUE TYPES ITEM PUBLIC OPINION IDEOLOGY THE POLITICAL SPECTRUM (LIBERAL- CONSERVATIVE SPECTRUM)
2 Structure Comparing Political Activism: Voter turnout I. Overview Core questions and theoretical framework Cultural modernization v. institutional context Implications? II. III. Evidence Turnout trends
Why Should I Vote? Does It Really Matter? by Eileen McAnulla Lesson Description (Abstract): In this lesson students will analyze disaggregated voting data to determine how voting trends impact the issues
Unit 11 Public Opinion: Voice of the People Learning Objectives After completing this session, you will be able to: Define public opinion and discuss its major characteristics. Discuss the role that public
LESSON PLAN: You Be The Judge! Photo by Mark Thayer Purpose: Students connect their ideas and lives to the larger community and world. Students develop critical thinking skills and think independently.
Chapter Nine Campaigns, Elections and the Media Learning Outcomes 1. Discuss who runs for office and how campaigns are managed. 2. Describe the current system of campaign finance. 3. Summarize the process
The UK General Election 2017 Supporting people who have learning disabilities to vote A guide for family carers and supporters This guide answers some common questions about how to approach the UK General
2017 of Texans Attitudes toward Immigrants, Immigration, Border Security, Trump s Policy Proposals, and the Political Environment Immigration and Border Security regularly rank at or near the top of the
Guide to the Nunavut Elections Act Printed by Elections Nunavut 2017 Contact Elections Nunavut for information in any of Nunavut s official languages. 867.645.4610 Toll free 1.800.267.4394 867.645.4657
FIRST VOTE *Written and distributed by the Where can I get information about voting? Consult or contact the following: VOTING BASICS New York State Board of Elections www.elections.ny.gov/ firstname.lastname@example.org
REPORT ON THE Evaluations of the 41st General Election of May 2, 2011 Library and Archives Canada Cataloguing in Publication Elections Canada Report on the evaluations of the 41st general election of May
How Do I Pre- Register and Vote in North Carolina? Overview Students will learn about registering and voting in North Carolina, particularly focusing on North Carolina s new pre- registration law, which
Making First Vote YOUR Vote: Designing a Schoolwide Election Overview In order to more deeply engage students in the First Vote school-wide election process, teachers are encouraged to not only allow students
Voting Author: Rebecca Marino, Arnold Memorial School Grade Level: K-2 nd grade Dated Created: May 2016 For additional lesson plans, visit sos.tn.gov/civics/lessonplans. Introduction: This is the third
Guide to Developing a Successful GOTV Program for 501(c)(3)s What is GOTV? GOTV stands for Get Out The Vote! GOTV stands for Get Out The Vote! A GOTV drive can be categorized as an electoral advocacy activity.
Teacher s Guide Separation of Powers: What s for Lunch? Time Needed: Two class periods Materials Needed: Student worksheets Projector (PowerPoint optional) Copy Instructions: Simulation Activity (4 pages;
CITIZEN ADVOCACY CENTER Young Voters and Civic Participation LESSON PLAN AND ACTIVITIES All rights reserved. No part of this lesson plan may be reproduced in any form or by any electronic or mechanical
Increasing the Participation of Refugee Seniors in the Civic Life of Their Communities: A Guide for Community-Based Organizations Created by Mosaica: The Center for Nonprofit Development & Pluralism in
Standing for office in 2017 Analysis of feedback from candidates standing for election to the Northern Ireland Assembly, Scottish council and UK Parliament November 2017 Other formats For information on
FOR RELEASE APRIL 26, 2018 FOR MEDIA OR OTHER INQUIRIES: Carroll Doherty, Director of Political Research Jocelyn Kiley, Associate Director, Research Bridget Johnson, Communications Associate 202.419.4372
the ARTICLE (for teachers) Are you tired of your home country? Do you dream of better opportunities abroad? If you answered "yes', then you and 700 million other people in the world want to emigrate. This
How to Talk About Money in Politics This brief memo provides the details you need to most effectively connect with and engage voters to promote workable solutions to reduce the power of money in politics.
The Center for Voting and Democracy 6930 Carroll Ave., Suite 610 Takoma Park, MD 20912 - (301) 270-4616 (301) 270 4133 (fax) email@example.com www.fairvote.org Achieving Universal Voter Registration Through
PPIC STATEWIDE SURVEY: Special Survey on Campaign Ethics OCTOBER 28 NOVEMBER 4, 2002 MARK BALDASSARE, SURVEY DIRECTOR 2,000 CALIFORNIA ADULT RESIDENTS; ENGLISH AND SPANISH [LIKELY VOTERS IN BRACKETS; 1,025
CAMPAIGN MANAGEMENT & ORGANIZATION WHY IS A PLAN SO IMPORTANT? Planning ahead is key to the success of any campaign. Sets the candidate s path to victory. Without a plan, the campaign will likely waste
A More Perfect Union The Three Branches of the Federal Government The Presidency The Congress The Supreme Court Teacher s Guide Teacher s Guide for A More Perfect Union : The Three Branches of the Federal
Multiple Choice 1. Which of the following is a new restrictive law implemented by Arizona? a. Voters must be twenty-one years of age to be eligible to vote. b. Voters must first obtain a driving license
Middle-Childhood Lesson Plan By Whitney Whitehair Lesson: The Three Branches of Government (Legislative, Executive, Judicial) Length: 2-45 minute sessions Age or Grade Level Intended: 5 th grade Academic
Partisan Advantage and Competitiveness in Illinois Redistricting An Updated and Expanded Look By: Cynthia Canary & Kent Redfield June 2015 Using data from the 2014 legislative elections and digging deeper
Lesson 10 What Is Economic Justice? The students play the Veil of Ignorance game to reveal how altering people s selfinterest transforms their vision of economic justice. OVERVIEW Economics Economics has
Bridging Differences: Youth, Diversity and Civic Values Overview of Initial Results of the McGill Youth Survey 2005/06 In recent years, there has emerged a growing concern about the political engagement
TOWNSHIP OF CLEARVIEW TELEPHONE/INTERNET VOTING POLICIES and PROCEDURES for the 2018 ONTARIO MUNICIPAL ELECTIONS Approved by the Clerk / Returning Officer of The Township of Clearview this 20 th day of
Law Day 2005 Judges or Attorney Lesson: To Speak the Truth Lesson Description: This lesson is a simulation of voir dire. It is based on the Scott Peterson Case. The lesson uses, with permission, materials
C I T I Z E N A D V O C A C Y C E N T E R 2 3 8 N. Y O R K R O A D E L M H U R S T I L 6 0 1 2 6 P H O N E : ( 6 3 0 ) 8 3 3-4 0 8 0 W W W. C I T I Z E N A D V O C A C Y C E N T E R. O R G The DuPage County
Draft: August 2017 Taking the Mystery Out of Voting A How-To Guide Turn Up Turnout at the University of Michigan TUTUofM@gmail.com Table of Contents 1 2. Introduction 3.....Things to do Before the Workshop
The Gr8 Election - Framework U.S. History, Grade 8 Pin Oak Middle School Name House History Teacher Keep this framework in your Social Studies Binder/Folder and bring it to class when directed. EQ: How
Campaign Skills Handbook Module 4 Voter Contact Communicating Directly with Voters Introduction One of the most important things that candidates, political parties and party activists do is communicate
Political Attitudes &Participation: Campaigns & Elections State & Local Government POS 2112 Ch 5 Votes for Women, inspired by Katja Von Garner. http://www.youtube.com/watch?v=lvqnjwkw7ga We will examine:
Chapter three Electoral Systems and Evaluations of Democracy André Blais and Peter Loewen Introduction Elections are a substitute for less fair or more violent forms of decision making. Democracy is based
Democracies Need Voters Ask anyone what it means to live in a democracy, and you re likely to hear something about voting. There s more to a democracy than voting, but the citizens right to determine their
To view this PDF as a projectable presentation, save the file, click View in the top menu bar of the file, and select Full Screen Mode ; upon completion of the presentation, hit ESC on your keyboard to
79 RUBRIC FREE RESPO SE QUESTIO S 1. Political participation in the United States can take place in various forms. a) Other than voting, identify two ways that Americans participate politically. b) Explain
Courts in the Community Colorado Judicial Branch Office of the State Court Administrator Updated January 2013 Lesson: Objective: Activities: Outcomes: Grade Level: 5-8 A Constitutional Treasure Hunt Students
The Portuguese American Citizenship Project A non-partisan initiative to promote citizenship and civic involvement ST. FRANCIS XAVIER PARISH EAST PROVIDENCE, RHODE ISLAND EVALUATION OF THE 2008 ELECTIONS
MEDIA COVERAGE Select Newspaper Reports and Commentary Turnout was up across the board. Youth turnout increased and kept up with the overall increase, said Carrie Donovan, CIRCLE s young vote director.
Cultivating Engaged Citizens & Thriving Communities at Washington University in St. Louis Spring 2018 - Fall 2019 Democratic Engagement Action Plan Overview of the Gephardt Institute Mission The Gephardt
Conducting a Civil Conversation in the Classroom OVERVIEW Our pluralistic democracy is based on a set of common principles such as justice, equality, liberty. These general principles are often interpreted
CHAPTER 5 Public Opinion and Political Participation CHAPTER OUTLINE I. What Is Public Opinion? II. How We Develop Our Beliefs and Opinions A. Agents of Political Socialization B. Adult Socialization III.
ASBSU Election Code, Page 1 I. Table of Contents Associated Students of Boise State University Governing Code II. Chapter Overview 2 A. Purpose 2 B. Definitions 2 III. Election Manager 2 IV. Qualifications
Evaluating Political Candidates Benchmark: SS.7.C.2.9 Evaluate political candidates for political office by analyzing their qualifications, experience, issuebased platforms, debates, and political ads.
Page 1 of 10 PROVINCIAL POLITICAL SCENE Tax Cut Welcomed in BC, But No Bounce for Campbell Before Exit The provincial NDP maintains a high level of voter support, and two-thirds of British Columbians would
Teacher s Guide Time Needed: One class period Materials Needed: Student worksheets Copy Instructions: Anticipation Activity (half page; class set) Reading (4 pages; class set) Worksheet (3 pages; class
Downloadable Reproducible ebooks Sample Pages These sample pages from this ebook are provided for evaluation purposes. The entire ebook is available for purchase at www.socialstudies.com or www.writingco.com.
Summary and Chartpack Pew Hispanic Center/Kaiser Family Foundation THE 2004 NATIONAL SURVEY OF LATINOS: POLITICS AND CIVIC PARTICIPATION July 2004 Methodology The Pew Hispanic Center/Kaiser Family Foundation
Afrobarometer Briefing Paper No. 51 June 2008 POPULAR ATTITUDES TO DEMOCRACY IN GHANA, 2008 Introduction Ghana embarked on a transition to democratic rule in the early 1990s after eleven years of quasi-military
(S. B. 397) (Conference) (Reconsidered) (No. 281) (Approved September 27, 2003) AN ACT To create the Puerto Rico Jury Service Administration Act, for the purpose of establishing the Office of the Administration
The Portuguese American Citizenship Project A non-partisan initiative to promote citizenship and civic involvement THE PORTUGUESE ORGANIZATION FOR SOCIAL SERVICES AND OPPORTUNITIES SAN JOSE, CALIFORNIA
Nebraska REALTORS Association State Political Coordinator Program Table of Contents Part I: What is the State Political Coordinator Program?... Page 3 Part II: Help Your Communications as SPC Stand Out!...
Part 1 Role of Mass Media Questions to Ask What is Mass Media? How does the mass media fulfill its role to provide the public with political information? How does the mass media influence politics? What
REPUBLIC OF LITHUANIA LAW ON REFERENDUM 4 June 2002 No IX-929 (As last amended on 12 September 2012 No XI-2216) Vilnius The Seimas of the Republic of Lithuania, relying upon the legally established, open,
Unit #2: Political Beliefs/Political Behaviors AP US Government & Politics Mr. Coia Name: Date: Period: Mon 10/6 AP Gov course evaluation Grading FRQs Conservative and liberal views Explain Election Interview
Groups who vote and groups who don t: Political engagement in 6 countries Keith Archer Department of Political Science The University of Calgary and Director of Research The Banff Centre firstname.lastname@example.org
THE CHOICE 2004 Teacher's Guide ABOUT THE FILM: As Americans prepare to choose their next president, FRONTLINE offers viewers a special, two-hour dual biography of the two candidates who hope to lead the
A Gateway to a Better Life Education Aspirations Around the World September 2013 Education Is an Investment in the Future RESOLUTE AGREEMENT AROUND THE WORLD ON THE VALUE OF HIGHER EDUCATION HALF OF ALL
Federalists versus Anti-Federalists Overview In this lesson, students will explore the Articles of Confederation and the revisions that created the Constitution of 1787. Students will analyze and assume
Voting FAQs 1. What are the requirements to register to vote in Oregon? 2. It s the day before Election Day and I am ready to register. Can I? 3. When should I update my voter registration? 4. Must I select
ALABAMA Frequently Asked Questions Disclaimer: This guide is designed for informational purposes only. It is not legal advice and is not intended to create an attorney-client relationship. The Election
SENATE, No. STATE OF NEW JERSEY th LEGISLATURE PRE-FILED FOR INTRODUCTION IN THE 0 SESSION Sponsored by: Senator RAYMOND J. LESNIAK District 0 (Union) Senator JIM WHELAN District (Atlantic) SYNOPSIS Reduces
The UK Citizenship Test Process: Exploring Migrants Experiences Executive summary Authors: Leah Bassel, Pierre Monforte, David Bartram, Kamran Khan, Barbara Misztal School of Media, Communication and Sociology
CITIZEN UPRISING TOOLKIT Ballot Access Guide 1 Table of Contents INTRO... 3 LIFECYCLE OF A PETITION...4 RULES F SIGNATURE GATHERING... 6 TIPS F SIGNATURE GATHERING...8 DELIVERING YOUR PITCH... 9 ADDITIONAL
CBS NEWS/NEW YORK TIMES POLL For release: Thursday, May 24, 2007 6:30 P.M. EDT THE PRESIDENTIAL NOMINATION CONTESTS May 18-23, 2007 The current front-runners for their party's Presidential nomination Senator
Sangamon County Circuit Clerk s Office Small Claims Court Manual Small Claims Court Manual The purpose of this guide is to explain, in simple language, workings of Small Claims Court in Sangamon County.
A COMPARATIVE LOOK AT REFERENDUM LAWS February 2009 1 TABLE OF CONTENTS I. STATEMENT OF PURPOSE 3 II. INTRODUCTION 3 III. REASONS FOR REFERENDUM 3 IV. INSTITUTIONAL FRAMEWORK 4 a. REGULATION 4 b. TYPES
Maryland State Board of Elections Comprehensive Audit Guidelines Revised: February 2018 The purpose of the Comprehensive Audit is ensure that local boards of elections ( local boards ) are adequately performing
PURPOSE OF ELECTION: This election is to determine the representative, if any, desired by the eligible employees for purposes of collective bargaining with their employer. A majority of the valid ballots
Experiencing the Presidential Nomination Process: Caucuses and Iowa s Role NCSS Thematic Strand: Civic Ideals and Practices Grade Level: 9-12 Class Periods Required: 1-50 minute class period Purpose/Background/Context:
Multiple Choice 1. In most states, the provides the list of registered voters and makes certain that only qualified voters cast ballots. a. super political action committee b. election board c. electorate
An in-depth examination of North Carolina voter attitudes in important current issues Registered Voters in North Carolina January 21-25, 2018 Table of Contents Key Survey Insights... 3 Satisfaction with
FOR IMMEDIATE RELEASE December 13, 2013 Global Attitudes on Materialism, Finances and Family: Pressure Felt by Half (46%) to Be Successful and Make Money But Only One Third (34%) Measure Success by Things
Doing Democracy Democracy is never finished. When we believe that it is, we have, in fact, killed it. ~ Patricia Hill Collins Overview According to Patricia Hill Collins (2009), many of us see democracy
AP United States Government and Politics Syllabus Textbook American Senior High School American Government: Institutions and Policies, Wilson, James Q., and John J. DiLulio Jr., 9 th Edition. Boston: Houghton
FEDERALISTS, ANTI-FEDERALISTS AND THE CONSTITUTION SS.7.C.1.8 Explain the viewpoints of the Federalists and the Anti-Federalists regarding the ratification of the Constitution and inclusion of a bill of