THE SCHOOL BOARD OF MIAMI-DADE COUNTY, FLORIDA. Ms. Perla Tabares Hantman, Chair. Dr. Dorothy Bendross-Mindingall, Vice-Chair. Ms. Susie V.

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1 Election 2016 Our Natiion Ellects a Presiident Background IInfformattiion,, Cllassroom Acttiiviittiies,, and IIntternett Resources ffor tthe Secondary Cllassroom Miiamii-Dade Countty Publliic Schoolls Departtmentt off Sociiall Sciiences Septtember 2016

2 THE SCHOOL BOARD OF MIAMI-DADE COUNTY, FLORIDA Ms. Perla Tabares Hantman, Chair Dr. Dorothy Bendross-Mindingall, Vice-Chair Ms. Susie V. Castillo Dr. Lawrence S. Feldman Dr. Wilbert Tee Holloway Dr. Martin Karp Ms. Lubby Navarro Dr. Marta Pérez Wurtz Ms. Raquel A. Regalado Sebastian M. Lorenzo Student Advisor Mr. Alberto M. Carvalho Superintendent of Schools Mrs. Maria L. Izquierdo, Chief Academic Officer Office of Academics and Transformation Ms. Lissette M. Alves, Assistant Superintendent Division of Academics Mr. Robert C. Brazofsky, Executive Director Department of Social Sciences

3 An Instructional Note to Secondary Teachers about Election 2016 Every four years, American citizens of voting age have the opportunity to vote in the presidential elections. While most students are not yet eligible to officially participate in this critically important democratic process, it is important to give them opportunities to continue to develop the skills necessary to become informed and active voters. To assist teachers, staff in the Department of Social Sciences has developed this instructional resource guide that includes background information, classroom activities, and Internet resources to help students observe, analyze, and involve themselves in the 2016 U.S. presidential election. As a culminating activity, students will also be given the opportunity to participate in the District-wide, on-line Mock Election. The resources in this guide include: BACKGROUND INFORMATION - Background information that is helpful for both the teacher and student is provided. ACTIVITIES FOR SECONDARY STUDENTS Suggested student activities and the support materials needed to complete the activities are provided in this section of the guide. Teachers are encouraged to adapt these materials as needed for the age and maturity of the students. Furthermore, each of these activities supports the core value of citizenship, which has been designated by the District for the month of November. INTERNET RESOURCES - Related background information, lesson plans, and interactive activities may be found on the web sites listed in this section of the guide. DISTRICT MOCK ELECTION Information regarding the District s Mock Election, including all instructional resources needed by teachers to participate, are included in this part of the instructional resource guide. The District s Mock Election is open to all schools and will be held beginning Monday, October 24 through Monday, November 7, 2016.

4 Background Information President of the United States (World Book, Advanced, 2016) Presidents of the United States The Path to the U.S. Presidency Election Vocabulary Presidential Qualifications and Powers An Introduction to the Executive Branch of the Government The Role of Political Parties in the Election Process History of the Republican and Democratic Parties Campaign Slogans, Buttons, and Bumper Stickers Political Cartoons Background Information and Cartoonist s Techniques The Electoral College Electoral Votes by State Map Electoral Votes by State Map of the United States (Blank)

5 President of the United States The article below is an excellent overview of the U.S. presidency, and is intended primarily as a reference for teachers. The article is from the on-line edition of the World Book Encyclopedia Advanced (2016) available for students and teachers through the Miami-Dade County Public Schools Department of Library Media Services. To access the full article: Visit Library Media Services at (Password needed. Check with the Media Specialist.) Click the On-line Data Bases and select World Book Online Reference Center Select World Book Advanced Search for the article entitled President of the United States. President of the United States The President of the United States is often considered the most powerful elected official in the world. The president leads a nation of great wealth and military strength. Presidents have often provided decisive leadership in times of crisis, and they have shaped many important events in history. The Constitution of the United States gives the president enormous power. However, it also limits that power. The authors of the Constitution wanted a strong leader as president, but they did not want an all-powerful king. As a result, they divided the powers of the United States government among three branches executive, legislative, and judicial. The president, who is often called the chief executive, heads the executive branch. Congress represents the legislative branch. The Supreme Court of the United States and other federal courts make up the judicial branch. Congress and the Supreme Court may prevent or end any presidential action that exceeds the limits of the president's powers and trespasses on their authority. The president has many roles and performs many duties. As chief executive, the president makes sure that federal laws are enforced. As commander in chief of the nation's armed forces, the president is responsible for national defense. As foreign policy director, the president determines United States relations with other nations. As legislative leader, the president recommends laws and works to win their passage. As head of a political party, the president helps mold the party's positions on national and

6 foreign issues. As popular leader, the president tries to inspire the people of the United States to work together to meet the nation's goals. Finally, as chief of state, the president performs a variety of ceremonial duties. A number of presidents became great leaders. The most admired ones include George Washington, Thomas Jefferson, Andrew Jackson, Abraham Lincoln, Theodore Roosevelt, Woodrow Wilson, Franklin D. Roosevelt, and John F. Kennedy. These leaders served as president when the United States faced extraordinary challenges. They also met those challenges with courage, determination, energy, imagination, and political know-how. Some of the most admired presidents at times ignored the U.S. Constitution or showed little regard for Congress. Nevertheless, their actions won public support. Therefore, like other great presidents, they broadened respect for the presidency and strengthened the office. The Presidency Legal Qualifications The Constitution establishes only three qualifications for a president. A president must (1) be at least 35 years old, (2) have lived in the United States at least 14 years, and (3) be a natural-born citizen. Courts have never decided whether a person born abroad to American parents could serve as president of the United States. However, many scholars believe that such a person would be considered a natural-born citizen. Term of Office The president is elected to a four-year term. The 22nd Amendment to the Constitution provides that no one may be elected president more than twice. Nobody who has served as president for more than two years of someone else's term may be elected more than once. Before the 22nd Amendment was approved in 1951, a president could serve an unlimited number of terms. Franklin D. Roosevelt held office longest. He was elected four times and served from March 1933 until his death in April President William H. Harrison served the shortest time in office. He died a month after his inauguration in The Constitution allows Congress to remove a president from office. The president first must be impeached (charged with wrongdoing) by a majority vote of the House of Representatives. Then, the Senate, with the chief justice of the United States serving as presiding officer, tries the president on the charges. Removal from office requires conviction by a two-thirds vote of the Senate.

7 Only two presidents, Andrew Johnson and Bill Clinton, have been impeached. Both presidents remained in office, however, because the Senate failed to convict them. Salary and Other Allowances The president receives a salary of $400,000 a year. The chief executive also gets $50,000 annually for expenses, plus allowances for staff, travel, and maintenance of the White House. Congress establishes all these amounts. After leaving office, a president qualifies for a basic pension. Beginning in 2016, the basic amount for retired presidents was $205,700 yearly. But a number of factors may affect the actual size of the pension. For example, it will be larger if the president has served in Congress. Other retirement benefits include allowances for office space, staff, and mailing expenses. Widowed spouses of former presidents may receive an annual pension of $20,000. Roads to the White House The chief road to the White House is the presidential election held every four years. However, a person may become president of the United States several other ways as well. The Presidential Election Certain people frequently become leading candidates for the presidency because of their experience. They include the vice president of the United States and governors of such large states as California and New York. Fourteen vice presidents and 18 governors have become president. Most top presidential candidates must first compete against fellow political party members to win the party's presidential nomination. The Democratic and Republican parties are the two main political parties in the United States. Each holds a national convention to nominate its presidential candidate. The conventions take place a few months before the presidential election. The Democratic and Republican conventions are lively spectacles. Millions of Americans watch them on television. Delegates wave banners and cheer wildly to support their choice for president. After the conventions, the presidential nominees campaign across the nation. Candidates for president face many challenges. They must raise millions of dollars for campaign expenses, attract many volunteers, and gain the support of voters throughout

8 the country. The campaign continues until Election Day, the first Tuesday after the first Monday in November. On Election Day, voters in each state and the District of Columbia mark a ballot for president and vice president. This balloting is called the popular vote. The popular vote does not directly decide the winner of the election. Instead, it determines the delegates who will represent each state and the District of Columbia in the Electoral College. These delegates officially elect the president and vice president. The Electoral College has 538 delegates, each of whom casts one electoral vote. To be elected president, a candidate must win a majority, or 270, of the electoral votes. Each state has as many electoral votes as the total of its representatives and senators in Congress. The District of Columbia has three electoral votes. The Electoral College voting takes place in the December following the presidential election. The results are announced in January. But the public usually finds out who the president will be a few hours after polls close on Election Day. This is because the candidate who gets the most popular votes in a state will receive by custom or law all the state's electoral votes. Thus, the press can forecast the winner. The winner of the nationwide popular vote nearly always receives a majority of the electoral votes and becomes president. But the Electoral College has elected three presidents who lost the popular vote. These presidents were Rutherford B. Hayes in 1876, Benjamin Harrison in 1888, and George W. Bush in A fourth president, John Quincy Adams, lost the popular vote in the election of But Adams was elected president by the House of Representatives after no candidate had received a majority of the electoral votes. Ronald Reagan received the greatest number of electoral votes of any president in The Inauguration is the ceremony of installing the new or reelected president in office. It is held at noon on January 20 after the election. Up to 100,000 spectators attend the inauguration, which usually takes place outside the U.S. Capitol in Washington, D.C. Millions of other Americans see the event on television. The highlight occurs when the new president takes the oath of office from the chief justice of the United States. With right hand raised and left hand on an open Bible, the new president says: "I do solemnly swear (or affirm) that I will faithfully execute the office of President of the United States, and will to the best of my ability, preserve, protect and defend the Constitution of the United States."

9 Other roads to the White House A person may become president in other ways besides winning the presidential election. These procedures are established by Article II of the Constitution; the 12th and 20th amendments; and the Presidential Succession Act. Article II provides that the vice president becomes president whenever the president dies, resigns, is removed from office, or cannot fulfill the duties of the presidency. Nine vice presidents became president by filling a vacancy. One of them, Gerald R. Ford, followed an unusual route to the White House. President Richard M. Nixon nominated him to succeed Spiro T. Agnew, who had resigned as vice president in In 1974, Nixon resigned as president, and Ford succeeded him. Ford was the only president who was not elected to either the vice presidency or the presidency. The 12th Amendment permits Congress to act if no candidate for president wins a majority of the electoral votes. Then, the House of Representatives chooses the president. Each state delegation casts one vote. The House has elected two presidents, Thomas Jefferson in 1801 and John Quincy Adams in The 20th Amendment allows leaders of the party of the popular-vote winner to select a new presidential candidate if the winner dies before the Electoral College meets. The college would then vote on that selection. If the popular-vote winner dies after the college meets but before the inauguration, the winning candidate for vice president becomes president. Neither of these provisions has ever been applied. The Presidential Succession Act permits other high government officials to become president if vacancies exist in both the presidency and the vice presidency. Next in line is the speaker of the House. Then comes the president pro tempore (temporary president) of the Senate, usually the majority party member who has served the longest in the Senate. Next are members of the important presidential advisory group that is known as the Cabinet, with the secretary of state first. The Succession Act has never been applied. The Executive Branch The president heads the executive branch of the federal government. This branch consists of the Executive Office of the President, 15 executive departments, and about 80 independent agencies. The Executive Office of the President consists of a number of agencies that work directly for the chief executive. One of them, the White House Office, includes the president's physician, secretaries, and a number of close, influential aides known

10 as presidential assistants. The White House Office also includes such agencies as the Domestic Policy Council and the National Economic Council. The other Executive Office agencies also provide ideas and suggestions concerning many national and international issues. These agencies include the Council of Economic Advisers, Council on Environmental Quality, National Security Council, Office of Administration, Office of Management and Budget, Office of National Drug Control Policy, Office of Science and Technology Policy, and Office of the United States Trade Representative. Franklin D. Roosevelt created the Executive Office in The executive departments directly administer the federal government. They are the departments of (1) State, (2) the Treasury, (3) Defense, (4) Justice, (5) the Interior, (6) Agriculture, (7) Commerce, (8) Labor, (9) Health and Human Services, (10) Housing and Urban Development, (11) Transportation, (12) Energy, (13) Education, (14) Veterans Affairs, and (15) Homeland Security. The heads of all but one of the executive departments are called secretaries. The head of the Justice Department is the attorney general. The department heads belong to the president's Cabinet. The president nominates the department heads. All the appointments require approval of the Senate. The independent agencies administer federal programs in many fields. These fields include aeronautics and space, banking, communications, farm credit, labor relations, nuclear energy, securities, small business, social security, and trade. Independent agencies may issue rules, enforce penalties, and administer programs that have far-reaching effects on American life. Some independent agencies are known as regulatory agencies. Important regulatory agencies include the Federal Reserve System, the Federal Communications Commission, and the Equal Employment Opportunity Commission. The president picks the heads of nearly all the independent agencies. These people require the consent of the Senate. Roles of the President The only roles that the Constitution clearly assigns to the president are those of chief administrator of the nation and commander of its armed forces. But court decisions, customs, laws, and other developments have greatly expanded the president's responsibilities and powers. Today, the president has seven basic roles: (1) chief executive, (2) commander in chief, (3) foreign policy director, (4) legislative leader, (5) party head, (6) popular leader, and (7) chief of state.

11 Chief executive As chief executive, the president has four main duties. They are (1) to enforce federal laws, treaties, and federal court rulings; (2) to develop federal policies; (3) to prepare the national budget; and (4) to appoint federal officials. The president uses a variety of powers to carry out administrative duties. Federal laws give the president emergency powers that is, special authority to prevent or end a national emergency. For example, the Taft-Hartley Act allows the president to delay a labor strike for 80 days if it might endanger "national health or safety." The president also may issue executive orders. Executive orders are directions, proclamations, or other statements that have the force of laws. They require no action by Congress. One of the most famous executive orders was the Emancipation Proclamation issued by Abraham Lincoln in 1863, during the American Civil War. It declared freedom for all slaves in the areas then under Confederate control. The Office of Management and Budget, part of the Executive Office, helps the president plan the federal budget. Presidents often use their budgets to shape key programs. Lyndon B. Johnson did so in the mid-1960's to develop his War on Poverty program. The president nominates Cabinet members, Supreme Court justices, and other high federal officials. All such top appointments require Senate approval. The president can appoint a number of personal aides and advisers and can fill hundreds of lower jobs in the executive branch without Senate approval. The Constitution also allows the president to issue reprieves and pardons for crimes against the United States, except in impeachment cases. A reprieve delays the penalty for a crime. A pardon frees the offender from a sentence or the possibility of a sentence. Commander in Chief The president's main duties as commander of the nation's armed services are to defend the country during wartime and to keep it strong during peacetime. The chief executive appoints all the nation's highest military officers and helps determine the size of the armed forces. Only the president can decide whether to use nuclear weapons. The president shares some military powers with Congress. Top appointments in the armed services require congressional approval. Major military expenses and plans to expand the armed forces also need the consent of Congress. Only Congress can declare war. But presidents have sent American troops into conflicts that were equal to war though none was declared. In 1950, for example, Harry S. Truman ordered U.S. troops to fight in South Korea. The Korean War ( ) was officially only a "police action."

12 Congress generally allows the president to exercise broad powers in wartime. During World War II ( ), Franklin D. Roosevelt created many emergency agencies, took control of American manufacturing plants, and even imprisoned American citizens of Japanese descent. Foreign Policy Director The Constitution gives the president power to appoint ambassadors, make treaties, and receive foreign diplomats. The chief executive may refuse to recognize a newly formed foreign government. The president also proposes legislation dealing with foreign aid and other international activities. Treaties and ambassadorial appointments require approval of the Senate. The president may also make executive agreements with foreign leaders. These agreements resemble treaties but do not need Senate approval. Many presidents have allowed their secretaries of state to direct U.S. foreign policy. But Woodrow Wilson, Franklin D. Roosevelt, and others have mainly relied on their own judgment in this area. Some presidents have helped settle disputes between foreign nations. Theodore Roosevelt and Wilson were among the first presidents to serve as peacemakers in foreign conflicts. Roosevelt won the Nobel Peace Prize for helping end the Russo- Japanese War ( ). Wilson helped work out the peace treaty that ended World War I ( ). Legislative leader The president greatly influences the development of many laws passed by Congress. At the beginning of each session of Congress, the chief executive delivers a State of the Union address to the lawmakers. In this message, the president discusses the major problems facing the nation and recommends a legislative program to solve them. The president also gives Congress detailed plans for new legislation at other times during the year. Cabinet officers and other presidential aides work to win congressional support for the president's programs. However, the president also may become involved in a struggle over a key bill. In such cases, the president may speak to members of Congress several times to win their backing. This activity requires shrewd bargaining and in many cases fails in spite of the president's influence. When signing an act passed by Congress into law, the president may issue a presidential signing statement that reflects the president's views on the law. Signing

13 statements may influence how government agencies apply and enforce laws, or how courts interpret laws. During the early 2000's, the use of signing statements generated controversy among constitutional law experts. Supporters of the practice claimed that presidents have the authority to dispute parts of laws passed by Congress. Critics, however, argued that such use of signing statements weakens the constitutional system of checks and balances, and that presidents should instead veto any bill they believe is unconstitutional. The president has the authority to veto any bill passed by Congress. If both the House and the Senate repass the vetoed bill by a two-thirds majority, the bill becomes law despite the president's disapproval. Congress has overturned only about 4 percent of all vetoes. Party Head As leader of a political party, the president helps form the party's positions on all important issues. The president hopes these positions will help elect enough party members to Congress to give the party a majority in both the House and the Senate. Such a strong party makes it easier to pass the president's legislative program. However, presidents cannot always control members of their party in Congress. Senators and representatives owe their chief loyalty to the people in their state and local district. They may vote against a bill favored by the president if it meets with opposition at home. Presidents try to win the support of legislators in several ways. They often use patronage power, the authority to make appointments to government jobs. For example, a president can reward a loyal supporter by approving that person's choice for a federal judge. A president also may campaign for the reelection of a faithful party member or promise to approve a federal project that will benefit a legislator's home district. Popular Leader The president and the American people have a special relationship. The people rely on the chief executive to serve the interests of the entire nation ahead of those of any state or citizen. In turn, the president depends on public support to help push programs through Congress. The president seeks such support by explaining the issues and by showing the confidence and determination to deal with problems. The president uses many methods to communicate with the public and provide strong national leadership. Woodrow Wilson pioneered the use of regular presidential press conferences to mold public opinion and to rally support. Franklin D. Roosevelt addressed the nation over radio in his "fireside chats." He was also the first president to

14 speak on television. Since the 1960's, presidents have favored the use of televised addresses from the White House to reach large audiences. Chief of State As the foremost representative of the U.S. government, the president is expected to show pride in American achievements and traditions. In this role, the president attends historical celebrations, dedicates new buildings and national parks, and may throw out the first ball of the professional baseball season. The president also presents awards to war heroes and invites distinguished Americans to the White House. In addition, the chief executive greets visiting foreign officials and often hosts formal White House dinners for them. The president also represents the United States in visits to other countries. The Life of the President The president is almost always busy. During a typical day, the chief executive attends several meetings and social affairs and may meet 100 or more people. The president works and lives in the White House in Washington, D.C., but makes many outside appearances and spends much time traveling. The White House The president's headquarters is the Oval Office, an oval-shaped room in the White House. There, the chief executive meets congressional leaders, foreign officials, and representatives of various groups. The president also spends much time in the Oval Office studying reports from aides and agencies. The presidential family's main living quarters are on the second floor of the White House. The family also can relax in the mansion's swimming pool and at its bowling lanes and motion-picture theater. The White House grounds have some beautiful gardens. In spite of its beauty and comfort, however, the White House lacks privacy. Every week, thousands of visitors tour the rooms that are open to the public. Partly as a result, most presidents enjoy recreation outside the White House. Recreation The president often spends weekends at Camp David, a retreat in the Maryland mountains that is reserved for the nation's leader. Through the years, presidents have favored various ways to relax. Theodore Roosevelt boxed, hiked, and hunted big game. Warren G. Harding played poker, and Dwight D. Eisenhower played golf. Lyndon B. Johnson and Ronald Reagan enjoyed horseback riding.

15 The President's family generally attracts wide interest. The wedding of a president's child is a major news event. An interesting relative also draws much attention. Even unimportant activities of members of the president's family sometimes appear in the newspapers. Some presidents have had children who helped make the White House cheerful and lively. John Tyler had 15 children, more than any other president. Daughters of seven presidents were married in the White House. Grover Cleveland was the only president who had a child born in the White House. Guarding the President The United States Secret Service guards the president at all times. In addition, agents of the Secret Service continually check the president's food, surroundings, and travel arrangements. At various times, the president travels in an official car, a private airplane, or a U.S. Navy ship. The chief executive usually flies long distances in a reserved jet called Air Force One. Even though U.S. presidents get tight protection, four have been assassinated while in office. They were Abraham Lincoln in 1865, James Garfield in 1881, William McKinley in 1901, and John F. Kennedy in Others have survived attempted assassinations, including Harry S. Truman, Gerald R. Ford, and Ronald Reagan. A Day in the Life of the President The president might begin a typical day by reading a few newspapers. A breakfast conference might follow with such top aides as the press secretary and the White House chief of staff. In the Oval Office, the president signs documents and reads letters, reports, and proposed legislation. Later in the morning, the president might discuss plans with congressional leaders or meet with the vice president. In the afternoon, the president might see people from various organizations. The president also might take part in a bill-signing ceremony, officially signing into law an act passed by Congress. In the evening, the president sometimes attends a social function. The White House might host a formal dinner for a foreign official. While dining, the leaders might discuss trade problems, environmental protection, or other issues. The president might spend the late evening reading, perhaps a speech scheduled for the next day or a report on a new foreign aid program.

16 Development of the Presidency The Founding of the Presidency During and immediately after the Revolutionary War in America ( ), the government of the United States operated under laws called the Articles of Confederation. The Articles gave the national government little authority over the states. Most Americans agreed that the nation needed to strengthen its federal government. In 1787, a group of state leaders gathered in Philadelphia to revise the Articles of Confederation. Instead, they wrote an entirely new document - the Constitution of the United States. Under the Articles, the chief officer presiding over Congress had been called the president, and that title was chosen for the leader of the new government. The authors of the Constitution described the presidency in fairly general language because they knew that the nation's respected wartime leader, George Washington, would be the first president. They expected Washington to shape the responsibilities of the office for future presidents. Washington brought extraordinary courage, prestige, and wisdom to the U.S. presidency. In 1793, he kept the young nation out of a war between the United Kingdom and France. In 1794, Washington used federal troops to put an end to the Whiskey Rebellion, a tax protest in the state of Pennsylvania. This action helped establish the federal government's authority to enforce federal laws in the states. Strengthening the Office During the early and mid-1800's, the nation had several bold and imaginative presidents. These leaders interpreted the Constitution in new ways and greatly increased the power of the presidency. One of these leaders was Thomas Jefferson, the third president. Many scholars consider Jefferson the most brilliant person ever to have served in the White House. Jefferson raised a constitutional question when he approved a treaty to buy the Louisiana Territory from France in The purchase almost doubled what was then the area of the United States. The Constitution did not specifically give the president power to buy new territory. But Jefferson decided that the purchase was constitutional under his treaty-making power. Andrew Jackson strengthened the president's role as the nation's popular leader. In July 1832, Jackson vetoed a bill to renew the charter of the Second Bank of the United States. Jackson and many other Americans viewed the bank as a dangerous monopoly and criticized its failure to establish a reliable currency. Later in 1832, South Carolina declared federal tariff laws unconstitutional and refused to collect tariffs at its ports.

17 Jackson declared that no state could cancel a federal law. The president received congressional approval to use federal troops in order to collect the tariffs. Jackson's actions helped force South Carolina to end its rebellion. The Civil War began in 1861, when Southern forces attacked Fort Sumter. Abraham Lincoln ordered a military draft, blockaded Southern ports, and spent funds without congressional approval. He knew he had used powers the Constitution reserved for Congress. But he believed his actions were needed to save the Union. The Decline of the Presidency After the Civil War ended in 1865, Congress moved quickly to increase its influence in the government. A power struggle broke out between Congress and Andrew Johnson. This struggle led to Johnson's impeachment by the House of Representatives. The prestige of the presidency was damaged, but it was saved from total destruction because the Senate failed, by one vote, to convict Johnson. Few strong presidents emerged during the late 1800's. Most presidents of the period accepted the view that Congress, not the chief executive, had the responsibility to set the nation's basic policies. The Rebirth of Presidential Leadership The United States became a world power during the late 1800's and early 1900's. This development helped bring increased power to the president. In the Spanish-American War (1898), the United States took control of Guam, the Philippines, and Puerto Rico. To protect these interests, Theodore Roosevelt built up U.S. military forces. He also warned European nations against interfering in Latin America. Roosevelt broadened the scope of executive power at home by leading a fight for reforms that limited the power of great corporations. Woodrow Wilson enlarged the presidency during World War I ( ). After the United States entered the conflict in 1917, Wilson rallied public support for the war effort. He won widespread praise for his pledge to help make the world safe for democracy. After the war, Wilson led the drive to establish the League of Nations, an international organization dedicated to maintaining peace. Perhaps no one expanded the powers of the presidency as much as Franklin D. Roosevelt. He became president during the Great Depression of the 1930's and took extraordinary measures to combat the severe business slump. Roosevelt won public acceptance of his view that the federal government should play a major role in the economy. Largely as a result of strong popular support, he got Congress to adopt a farreaching program called the New Deal. This program created work for millions of Americans and strengthened the president's role as the nation's legislative leader.

18 The rapid growth of U.S. military strength during World War II ( ) further increased the influence of the presidency in world affairs. Harry S. Truman's decision to use atomic bombs against Japan during the war showed the tremendous authority of the president. Another example of this authority occurred in the Cuban missile crisis in In that crisis, John F. Kennedy carried out negotiations that resulted in the withdrawal of Soviet missiles from Communist Cuba. The Soviet Union had placed nuclear missiles in Cuba capable of striking U.S. cities. Kennedy demanded the missiles' removal and announced a naval blockade of Cuba. Several days later, the Soviets withdrew their missiles after the United States publicly promised to withdraw its nuclear missiles from Turkey and privately agreed not to invade Cuba. The Vietnam War The presidency lost much of its prestige during the Vietnam War ( ). Lyndon B. Johnson, who became president in 1963, believed that non- Communist South Vietnam had to be defended against local Communist rebels and Communist North Vietnam. In 1964, Congress allowed him "to take all necessary measures" to protect U.S. bases in South Vietnam. During the late 1960's and early 1970's, Johnson and his successor, Richard M. Nixon, sent hundreds of thousands of U.S. troops to support South Vietnam. Many Americans opposed United States participation in the Vietnam War. They argued that both Johnson and Nixon had abused presidential powers and misled Congress. The Watergate scandal further damaged public regard for the presidency. It involved burglary, wiretapping, and other illegal activities designed to help Nixon win reelection in Attempts by White House aides to cover up many of those activities led to an investigation by the House of Representatives. In July 1974, the House Judiciary Committee recommended that Nixon be impeached. That same month, Nixon lost an appeal to the Supreme Court involving the president's executive privilege - the right to keep records secret. In United States v. Nixon, the court ruled that executive privilege is not unlimited. It ordered Nixon to release recordings of White House conversations said to contain evidence for a criminal case in the Watergate scandal. By then, Nixon had lost nearly all his support in Congress and faced possible impeachment. He resigned as president on Aug. 9, 1974, and was succeeded by Vice President Gerald R. Ford. Nixon was the only president ever to resign.

19 Many Americans thought Nixon had violated federal laws and wanted him brought to trial. The nation became further divided in September 1974, when Ford pardoned Nixon for all federal crimes Nixon may have committed as president. The Impeachment of Bill Clinton In 1998, the House impeached President Bill Clinton for perjury and obstruction of justice. The House charged Clinton with lying to a grand jury that was investigating an extramarital affair he had while in office. Other charges included hindering the investigation by lying to his aides and by encouraging others to lie and conceal evidence on his behalf. The Senate acquitted Clinton in The Presidency today is still strong and important. This is largely because the United States has powerful armed forces and ranks as a leader of the democracies. In addition, the president's ability to reach huge audiences on television adds to the prestige of the office. Americans look to the president to build morale, recruit talented officials, and explain complex issues. They also expect the chief executive to champion the rights of all Americans regardless of their age, color, political party, religion, region, or sex. At the same time, some Americans dislike the great size and power of the national government and want the president to reduce federal influence over state and local affairs. Congress and the Supreme Court sometimes act to prohibit or limit actions that they consider a misuse of presidential power. But such challenges have halted the expansion of presidential authority only for limited periods. The presidency will continue to have its ups and downs. But it will remain, as John F. Kennedy once said, "the vital center of action in our whole scheme of government." Source: World Book Advanced, 2016, Contributor: Thomas E. Cronin, Ph.D., former President, Whitman College.

20 Source: Presidents of the United States

21 The Path to the U.S. Presidency Nominating and electing the President of the United States is a long process with many steps. The path to the presidency is outlined below. At the start of the election process, candidates announce that they are entering the presidential race. Candidates most often represent political parties which are groups who share certain beliefs about how the nation s government should work for Americans. The two largest political parties are the Republicans and Democrats. Other smaller parties also exist such as the Green Party and Libertarian Party. Primary Elections are held in many states several months before the national general election. Primary elections allow voters in states the chance to vote for the candidate they want to see become the nominee for their political party. Some primaries are open, meaning people may vote for whomever they wish, even candidates in other political parties. Other primaries are closed, meaning only registered party members may vote. Caucuses are another way to give members of political parties the chance to select the candidate they feel best represent their political beliefs. At caucuses, party leaders and citizens select candidates and elect delegates for the party conventions. More states hold primaries then caucuses. National Conventions are held by political parties the summer before the presidential election. National Conventions help the political parties to: Formally select a presidential candidate; Formally select a vice-presidential candidate; and, Decide upon a party platform (statement of beliefs for the party). Presidential elections are held every four years. Election Day is the Tuesday following the first Monday in November. Voters vote for the candidate they want to be president. The Electoral College is made up of each state s electors. They meet in December to cast their state votes. On January 6, Congress officially counts the votes and declares the winner. Voters are actually choosing electors for the Electoral College. In most states, all of the state s electoral votes go to the candidate winning the popular vote. Inauguration Day is January 20. At noon, the President and Vice- President are sworn into office by the Chief Justice of the U.S. Supreme Court. Presidents of the United States serve four-year terms of office.

22 Election Vocabulary Apathy: Ballot: Campaign: Candidate: Caucus: Citizen: Convention: Delegate: Democrat: Elect: Electoral College: Inauguration: Incumbent: Initiative: Issues: Office: Lack of interest or concern Printed form or other item used in voting A series of actions to achieve a certain goal; in an election, actions designed to influence voters Person who seeks or is nominated by others for political office A closed meeting of political party members to make policy decisions and choose candidates for election Person who is a member of a country, either by birth or by choice A formal meeting of a group of people for a certain purpose A person chosen to speak and act for another person or group A person who is a member of the Democratic Party To choose by voting A group of persons called electors, selected by the voters in each state that officially elect the president and vice president. The number of electors in each state is equal to its number of representatives in both houses of Congress The formal ceremony placing someone in office A person currently holding office An electoral procedure whereby citizens can propose legislation or constitutional amendments and refer the decision to a popular vote by obtaining the required number of signatures on a petition Problems and ideas to decide and vote upon A position of trust or responsibility; a political position

23 Party: Platform: Politician: Poll: Polling Place: Precinct: Primary Election: Register: Republican: Returns: Slogans: Suffrage: Vote: A group organized for political activity A statement of beliefs Someone who runs for or holds a government office To collect opinions about issues and candidates A place where votes are cast Divisions within cities or towns for voting purposes An early election to choose a political party s candidate The process by which a person s name is added to a list of those eligible to vote A person who is a member of the Republican Party The results of a vote Phrases that express the goal or spirit of an organization or group The right or privilege of voting A method by which citizens choose their leaders and decide upon public issues

24 Presidential Qualifications: Presidential Qualifications and Powers According to Article II of the U.S. Constitution, candidates must meet the following qualifications to seek the office of the President of the United States: Must be a natural-born citizen of the United States (can be born abroad of parents who are American citizens); Must be at least 35 years of age; and, Must be a resident of the United States for at least 14 years (but not necessarily the 14 years preceding the election) The Powers of the President: According to Article II of the U.S. Constitution, the president has the following powers: Serve as commander and chief of the armed forces; Conduct foreign policy; Make treaties; Grant reprieves and pardons for federal offenses (except impeachment); Convene Congress in special sessions; Receive ambassadors; Ensure that the laws be faithfully executed; Veto bills; Approve legislation; Appoint ambassadors, judges, and high officials; Appoint officials to lesser offices; Maintain order in the country; and, Address Congress and the nation.

25 An Introduction to the Executive Branch of Government How did the Framers (writers) of the U.S. Constitution create the Executive Branch? The Executive Branch of our government carries out and enforces the laws passed by Congress (i.e., the House of Representatives and Senate). For example, Congress might pass a law to overhaul and repair the nation s Interstate highway system. The executive branch has to carry out the law. The President of the United States is the head of the Executive Branch. The president is assisted by the vice-president, the executive cabinet, and many government and independent agencies. The Framers of the U.S. Constitution wanted to guarantee two things about the office of the president. They wanted to give the president enough power to carry out and enforce the laws. But, they did not want to give the president too much power. If they did, a president might be able to gain unlimited power and become a dictator. Article II of the U.S. Constitution establishes the Executive Branch. Article II lists the duties and powers of the president. What are the powers and duties of the President of the United States? The Framers gave the president many powers and duties. The president has the power to: Act as the commander-in-chief of the armed forces. Only Congress can declare war, but only the president can call the military into battle. The military must obey the orders of the president as long as they are legal and moral. Make treaties. A treaty is an official agreement between two or more countries. Treaties must have the advice and consent of the Senate. Appoint ambassadors, with the consent of the Senate. The job of an ambassador is to represent the interests of the United States in another country. Appoint judges to the Supreme Court and other federal judges with the consent of the Senate.

26 The president s sworn duty or obligation is to protect the U.S. Constitution. The president must also carry out the duties of the office. The president has the duty to: Act as the head of the executive branch. There are many departments or offices within the executive branch, including the office of the vice-president, the executive cabinet, and many other agencies. The president must make sure that these departments carry out and enforce the laws. Suggest laws and policies. The president may ask the Congress to pass certain laws dealing with either domestic or foreign policy. As the nation s economic leader, the president must also plan the federal budget and try to deal with problems such as unemployment, job creation, and taxes. Every year the president prepares a budget that must be approved by Congress. Set foreign policy dealing and protect the nation s security. As the nation s chief diplomat, the president directs U.S. foreign policy. To support this effort, the executive branch also includes a large foreign policy bureaucracy including the State Department, Department of Defense, Central Intelligence Agency, and National Security Council. The Department of Homeland Security is also part of the executive branch. The Department of Homeland Security ensures that the U.S. and its people are safe, secure, and resilient against terrorism and other hazards. How does the Constitution limit the powers of the President of the United States? The Framers were careful to limit the powers of the president. They made the president share most powers with Congress. Here are some examples of how Congress can check the powers of the president: Appointment - The president has the power to appoint people to important jobs in the executive branch (e.g., Ambassadors, Cabinet members) and judicial branches (e.g., Federal judges, including the Supreme Court). The Senate has to approve the person before he or she may have the job. Treaties - The Senate must approve any treaty, agreed to by the president, before it can take effect. War - The president can conduct a war. Only Congress, however, can declare a war. The president commands the armed forces, but Congress controls the money needed to support the armed forces.

27 Veto - The president has the power to veto a bill. Congress has the power to approve the same bill in spite of the president s veto, if two-thirds of each house of Congress agrees. Impeachment - To impeach means to charge a public official with wrongdoing in office. It also means to bring the official to trial. The House of Representatives has the power to impeach the president. If tried and found guilty by the Senate, the president can be removed from office. How is the executive branch organized? When George Washington was elected the first President of the United States, the Framers knew that the president would need help in running the Executive Branch, but, the Framers did not have a specific plan. The U.S. Constitution does not specify how the Executive Branch should be organized. Instead, the Framers left it up to President Washington and Congress to decide how to organize the Executive Branch. Washington and Congress worked together to decide what advisors the president would need. Congress initially created four departments to help the president. Department of State- to handle relations with other countries Department of the Treasury- to handle the money of the federal government Department of War- now called the Department of Defense, to handle the defense of the nation Attorney General - now the head of the Department of Justice, to be the nation s chief law enforcement officer Since the creation of these original four departments, many more have been added. The most recent was the Department of Homeland Security, added after the terrorist attacks of September 11, Currently there are a total of 15 executive departments that assist the president in running the Executive Branch of government. Main Source: We the People The Citizen and the Constitution, 2003, Center for Civic Education.

28 The Role of Political Parties in the Election Process The two major political parties in the United States, the Democrats and the Republicans, give voters a choice among candidates and political points of view. These two major parties mainly differ in their belief about how much the government should be involved in the lives of Americans. Democrats tend to believe that the federal government should be more directly involved in regulating the economy and providing for the low income Americans. Republicans tend to believe that if they help the economy grow, low income Americans will have a better chance of finding jobs and providing for themselves. They believe in less regulation. Both parties try to appeal to as many voters as possible. As a result, they tend to adopt mainstream, moderate positions and avoid extremes. The parties are also similar because the American people often broadly agree about many issues. Political parties are active year-round, not only during presidential election time. They keep people informed and interested in issues and candidates. They try to see that the party s elected officials do a good job. They also politically criticize actions of the opposing party. Political parties also play a watchdog role. The party out power watches the actions of those in power for mistakes and misuse of power. Competition between parties forces the party in power to pay attention to the will of the people. Third party or other political parties also exist in U.S. politics, but have rarely been influential in electing their candidates to the office of the president. Some of the third parties that exist today are the Green Party, the Libertarian Party, the Reform Party, and the Socialist party. Ross Perot, a Reform party presidential candidate and successful businessman, gained a great deal of support and votes during the presidential elections of 1992 and In fact, he gained so much support that had those votes gone to another candidate, we may have had a different president elected during each of those years. Therefore, the importance of third party candidates should not be overlooked. Voters who view themselves as independent are also important to the election process. An independent voter, often called an unaffiliated voter, is a voter who votes for candidates and issues rather than on the basis of one political ideology. For a complete list of all political party presidential candidates for election 2016 visit,

29 History of the Republican and Democratic Parties The Republican Party: Today's Republican Party traces its roots to a coalition of anti-slavery activists and territorial expansionists who first organized themselves into a political faction in Michigan in the early 1850s. This group adopted the "Republican" name in order to associate themselves with the egalitarian heritage of Thomas Jefferson's "Democratic-Republican" political party, and to distance themselves from the Jacksonian Democracy. The Republicans fielded national candidates in the election of 1856; in 1860, the Republican presidential candidate, Abraham Lincoln won the White House. Notable Republicans in history include soldier and politician John C. Fremont, orator Robert G. Ingersoll, Presidents Abraham Lincoln, Rutherford B. Hayes, Theodore Roosevelt, Herbert Hoover, Dwight Eisenhower, Richard Nixon, Ronald Reagan, George H.W. Bush, and George W. Bush. The Republican Party in its formative years stood for protectionist tariffs, an end to slavery on both moral and economic grounds, territorial expansion, industrial capitalism, the "hard money" gold standard, and prohibition of alcoholic beverages. The Republican nickname of "GOP," signifying "gallant old party," first appeared in 1875, when the party was twenty-one years old. Over subsequent decades, "grand" replaced "gallant" but the "old" remained. The traditional mascot of the party is the elephant. A political cartoon by Thomas Nast, published in Harper's

30 Weekly on November 7, 1874, is considered the first important use of the symbol. The Mascot: The elephant is, like the donkey, the creation of 19th-century cartoonist Thomas Nast. In a November 1874 Harper's Weekly cartoon, Nast depicted a Democratic donkey wearing a lion's skin frightening other "political animals," including an elephant representing the Republican vote. Nast used the elephant in later cartoons to stand in for the GOP; eventually the Republican Party adopted the elephant as its official symbol or service mark. For more information on the Republican Party, visit The Democratic Party: The party began in late 1780s as a the "Anti-Federalists," a faction which opposed the strong central government provisions of the Constitution and which (successfully) lobbied for adoption of the Bill of Rights. By the early 1790s, the Anti-Federalists organized behind Secretary of State Thomas Jefferson, calling themselves "Republicans." By the 1820s, the Republican Party, now called "Democratic-Republican," itself developed factions. A coalition led by one of these factions, led by Andrew Jackson, won the 1828 presidential election and became known as simply the Democratic Party after Notable Democrats include Presidents Thomas Jefferson, James Madison, James Monroe, John C. Calhoun, Andrew Jackson, Grover Cleveland, William Jennings Bryan, Woodrow Wilson, Franklin D. Roosevelt, Harry Truman, John F. Kennedy, William J. Clinton, and Barack Obama. The Mascot: In 1828, his detractors labeled President Andrew Jackson a "jackass. The unflattering characterization was co-opted by Jackson, who turned the donkey's stubbornness, strength and unpolished manners strength into political virtues. In 1870, Thomas Nast, the best-known political cartoonist of his time, used the donkey to embody the Democratic Party in an illustration for Harper's Weekly. Nast used the Democratic donkey motif in subsequent cartoons and by 1880 it was widely recognized as the unofficial mascot of the Democratic Party. For more information on the Democratic Party, visit

31 Campaign Slogans, Buttons, and Bumper Stickers! Political slogans, pictures, and names have been used for years on campaign materials like campaign buttons and bumper stickers to promote candidates, issues, and causes. Campaign Slogans Slogans are an important part of presidential campaigns. In just a few short words, they have to summarize the candidate, their beliefs, and their vision for the country. They also must inspire voters to give them their votes. Sometimes, a campaign has several different slogans. Here are a few recent campaign slogans. Year Candidate, Political Party, and Slogan 2000 Al Gore, Democrat - Prosperity and Progress 2000 George W. Bush, Republican - Compassionate Conservatism 2000 Ralph Nader, Green Party - Government of, by, and for the People...Not the Monied Interests 2004 John Kerry, Democrat - Let America be America Again 2004 George W. Bush, Republican - Yes, America Can! 2008 John McCain, Republican - Country First 2008 Barack Obama, Democrat - Change We Can Believe In 2012 Mitt Romney, Republican Believe in America 2012 Barack Obama, Democrat Forward 2016 Donald Trump, Republican Make America Great Again 2016 Hillary Clinton, Democrat Hillary for America For a full list of campaign slogans visit:

32 Campaign Slogans, Buttons, and Bumper Stickers! Continued Political Buttons - Campaign buttons were first used in the 1896 presidential campaign between William McKinley (Republican) and William Jennings Bryan (Democrat). Several campaign buttons are shown below. William McKinley, 1896 William Jennings Bryan, 1896 John F. Kennedy, 1960 Richard Nixon, 1960

33 Campaign Slogans, Buttons, and Bumper Stickers! Continued Ronald Reagan, 1984 George H.W. Bush, 1988 Bill Clinton, 1992 George W. Bush, 2000

34 Campaign Slogans, Buttons, and Bumper Stickers! Continued John Kerry, 2004 John McCain, 2008 Barack Obama 2008 Mitt Romney, 2012

35 Campaign Slogans, Buttons, and Bumper Stickers! Continued Hillary Clinton, 2016 Donald Trump, Bumper Stickers

36 Political Cartoons Background Information and a Cartoonist s Techniques Most Americans recognize him at a glance. He has been wearing the same outfit for more than 100 years: striped pants, a cutaway coat, and a stovepipe hat decorated with stars. His name is Uncle Sam, the figure that has come to represent the United States. Uncle Sam and many other famous characters appear regularly in political cartoons. Political cartoons typically are found in the editorial sections of newspapers. These cartoons use pictures to express a point of view. Because the pictures are often humorous, your first reaction might be to laugh. It is important, however, to look beyond the humor. Every political cartoon has an underlying message. Modern American political cartoons have been around since the late 1800s when an increase in newspaper and magazine circulation provided a rich environment for the rise and use of political cartoons. For example, during the Spanish American War, publisher William R. Hearst encouraged the visual arts of Frederick Remington by saying, "you furnish the pictures and I'll furnish the war." Through the use of symbols, caricatures, drawings, and exaggerations drawn by the cartoonist, political cartoons make a point about a political candidate, issue, or event. They point out the themes and problems of that historical era, often in a humorous manner. While political cartoons can be very funny, their main purpose is not to amuse you but to persuade you. A good political cartoon makes you think about a candidate, issue or event, but it also tries to sway your opinion toward the cartoonist s point of view. The best political cartoonist can change your mind on an issue without you even realizing how he or she did it. Techniques Used by Cartoonists Cartoonists use many techniques to persuade others to accept their opinions including the following: Symbolism: A symbol is something that stands for something else. For example, a heart can be a symbol for love, or a dollar sign can be a symbol for money. In politics, a donkey can be used to symbolize the Democratic Party and an elephant can be used to symbolize the Republican Party. Irony: Irony occurs things happen in a way that seems to be the opposite of what you expected. For example, meeting a bald man named Harry or naming a large

37 dog Tiny. Other examples of irony would be a rich person complaining about paying too much in taxes or a person who complains that people are rude while posting profanity on Facebook. Analogy: An analogy is a comparison of two things that are alike in some way. For example, he is as loyal as a dog or she runs as fast as a cheetah. Another example is that the United States is a melting pot because of it diversity. Exaggeration: Exaggeration is making something seem more than it really is. Examples include a boy telling his telling his parents that if they do not get him the phone he wants, it will ruin the entire school year. Another example is stating that electing a certain person to office will definitely end the world. Inference: An inference means reaching conclusions based upon reasoning and previous evidence. For example, if someone draws a big red X over a picture of a presidential candidate, you could infer the person does not support the candidate. Caricature A caricature is an exaggerated, usually comical, portrayal of a person or subject. A caricature might show a person with an exaggerated smile, or a very large head. The caricature can be funny or unflattering depending on the cartoonist s intended message. Additional Points About Political Cartoons Political cartoons are excellent sources of historical evidence. Cartoons provide insight into the people and events of the time. They reveal popular beliefs, attitudes, values, cultural and political trends, and prevailing moods. Political cartoons are expressions of opinion, sometimes one person s very biased opinion. For this reason, political cartoons can always be challenged. Cartoonists use all sorts of techniques (see above) to persuade others to accept those opinions. Cartoons cannot be treated as evidence either of the way things actually were or even of how everyone else felt about the way things were.

38 The Electoral College The Electoral College can potentially affect the outcome of a presidential election. In 1888, President Grover Cleveland, a Democrat, received 100,000 more popular votes than his Republican opponent, Benjamin Harrison. However, President Cleveland was not reelected. Benjamin Harrison, who appeared to have lost the popular vote on Election Day, became president because he received a majority of votes in the Electoral College. In 2000, Democratic candidate Al Gore won the popular vote nationally with 560,000 more votes than George W. Bush. The final tabulation came from Florida with both candidates ending in a virtual dead heat. After a final recount, Florida s electoral votes went to George Bush. Once again, the winner of the popular vote was denied the presidency. The system that made this possible is still part of the election process in the United States. What is the Electoral College? Voters in the United States do not directly elect the President or the Vice-President. Instead, they actually choose electors who support a candidate. The winning electors meet in their state capitals in December after the November presidential election and cast their votes for President and Vice-President. A candidate must receive a majority of the 538 total electoral votes in order to win the election. This means a candidate needs at least 270 electoral votes to win the election. What if no one gets a majority of votes? This could result if there is a popular third-party candidate to challenge the candidates from the two major political parties. If this happens, the House of Representatives chooses the President from among the top three candidates, with each state delegation receiving one vote. How Winners Can Lose Could the Electoral College play the same role in 2016 that it played on Al Gore sixteen years ago and on Grover Cleveland over one hundred years ago? Yes! Each state has as many electors as it has senators (2) and representatives (based on population). For example, Florida has two senators and 27 representatives, so it has 29 electors in the Electoral College. Montana, a less populated state than Florida, has only three electoral votes because it has two senators and only one representative in the House of Representatives. (The District of Columbia, which is a federal district and not a state, is also entitled to 3 electoral votes.) Presidential candidates generally focus their campaigning on the states that are larger in population because that is where they will receive the most electoral votes.

39 In nearly all states, the candidate who receives the most popular votes (votes of the people) gets all of the state s electoral votes. A candidate, who wins the popular vote in a state by only a small margin, will receive all of that state s electoral votes with the opposing candidate receiving no electoral votes at all. This situation may result in the candidate with the most popular votes ending up with fewer electoral votes and consequently, losing the presidential election. Should the Electoral College be Eliminated? Many people have argued that the Electoral College should be eliminated, and that the President and Vice President should be elected directly by the people. Those in favor of elimination of the Electoral College in presidential and vice-presidential elections generally point out that it is possible to elect a president who has received fewer popular votes. Those who favor keeping the Electoral College often point out that it prevents the candidates from ignoring the less populated states. Electing candidates solely by the popular vote would encourage candidates to concentrate on the states with the largest populations. Do you think that the Electoral College should be eliminated or remain as it is?

40 Electoral Votes by State Source: 0c2355b4019be44.jpg?

41 Map Electoral Votes by State Each state has as many electors as it has senators (2) and representatives (based on population). States with larger populations, like Florida or California, have more electors than less populated states, such as Montana or Alaska. Look at the map below to see how many electors each state has to cast for the presidential election. It will take 270 electoral votes of the 538 votes available to win the election. Source:

42 Map of the United States Source:

43 Suggested Election 2016 Classroom Activities for the Secondary Classroom Includes: Suggested School-Wide Activities for Secondary Schools Suggested Classroom Activities for Secondary Students Student Activity Sheets for Secondary Students

44 Suggested School- Wide Election 2016 Activities for Secondary Schools The following is a list of ideas that can be used to organize school-wide educational activities for the upcoming 2016 presidential election. Work with the Media Center to provide a daily election update news segment during the school s morning announcements. After studying the various candidates and their suggested policies, organize a school-wide election debate where students representing each major presidential and vice-presidential candidate debate the issues that are shaping the election. Hold the debate in the school auditorium and invite other classes to view the debate and ask the student representatives questions about the candidate s proposed policies and solutions to problems. Organize a poster contest in your school to encourage voter participation (not a particular candidate). Set a deadline for submitting the posters and organize a group of volunteers to be the contest judges. Select first, second, and third place winners, as well as students deserving honorable mention and show the posters on the morning announcements. Organize a homeroom door decorating contest for the presidential election. The decorations should be of an informative nature and include information about the issues, without endorsing any particular candidate. Organize a political cartoon drawing contest for the 2016 presidential election. Set a deadline for submitting the posters and organize a group of volunteers to be the contest judges. Select first, second, and third place winners, as well as students deserving honorable mention and show the posters on the morning announcements. Participate in the District s Mock Election. The District s Mock Election is open to all schools and will be held beginning Monday, October 24 through Monday, November 7, Complete information on the mock election may be found in Weekly Briefing # All instructional materials needed to participate are also included in this instructional resource guide.

45 Suggested Election 2016 Classroom Activities for Secondary Students The following classroom activities are provided to help middle and senior high school teachers provide instruction on the 2016 presidential election. Please note the following: Teachers are encouraged to adapt the activities to address the grade level and abilities of their students. The Student Reading and Activity Sheets to support these classroom activities are provided and follow the suggested activities. Suggested Activities for Secondary Students Voting and Responsibility Discuss the importance of being an informed and voter. Specifically, discuss: why it is important to vote in all elections even though voting is not required by law. (e.g., elected officials represent the people they serve and make decisions that affect all citizens, even those citizens that do not choose to vote). the importance of being informed about the issues and candidates running for office. how citizens can find out what a candidate stands for (e.g., read candidates websites and printed information; listen to and read advertisements about the candidates; watch debates; watch the news; and, read information in newspapers, magazines, and the Internet). Following the discussion, have students complete the Student Activity Sheet entitled, Voting and Responsibility. If I Were the President Have students brainstorm a list of policy and program priorities they believe the president should address if elected (e.g., poverty, the environment and global warming, the economy and job creation, terrorism and homeland security, immigration reform) Have students complete and essay entitled, If I Were President by outlining the priorities they would address if elected president. Have students include at least three specific goals they would work toward as president. Activity Sheet Provided Student Activity Sheet entitled, Voting and Responsibility. Student Activity Sheet entitled, If I Were President

46 Suggested Activities for Secondary Students The Path to the U.S. Presidency To help students understand the presidential election process from candidacy to election to inauguration, have them read and answer the questions on the Student Reading entitled, The Path to the U.S. Presidency. Activity Sheet Provided Student Reading entitled, The Path to the U.S. Presidency (provided in the Background section of this instructional resource guide). Student Activity Sheet entitled, The Path to the U.S. Presidency. Candidate Profile Have students use the Internet to create a Candidate Profile, including an encyclopedia-style article, for one of the presidential candidates. Using the information gathered, also have students create a poster board presentation that summarizes information on the candidate. Optional: Instead of a poster board presentation, have students create a Power Point presentation on the candidate they researched. Election 2016 Treasure Hunt Have students search newspapers, the Internet, and other news resources to collect the items on the Election 2016 Treasure Hunt Activity Sheet. The work may be done in small groups if preferred. This assignment may also be done over the course of several weeks. Candidates and the Issues Have students brainstorm important issues being discussed and debated by the candidates. Using the list Student Activity Sheet entitled, Candidate Profile. Student Activity Sheet entitled, Election 2016 Treasure Hunt. Student Activity Sheet

47 Suggested Activities for Secondary Students as a starting point, have students compare and contrast the Republican and Democratic nominees positions on several of the issues using print and non-print resources, including the speeches and comments made by the candidates themselves. Activity Sheet Provided entitled Candidates and the Issues. Issues to compare and contrast may include: domestic policies (e.g., national security, health care, education, women s health issues, immigration, the economy, taxes, civil rights, criminal justice) foreign policies (e.g., international terrorism, the nation s role in the Middle East, Russia, climate change, trade agreements) Evaluating Media Coverage of the Campaigns - In this activity, students explore media reporting by working in groups to monitor and report on presidential news coverage. Before beginning, discuss how the media, including newspapers, magazines, radio, television, the Internet, and social media, has a tremendous influence on elections. Note that while the media plays an essential role in investigating facts and holding candidates accountable for what they say and do, it may focus attention on scandals and stories that may not be factual or fair, especially on social media. Further discuss that some news sources, especially those on the Internet and social media, are not news sources at all! In fact, they support a specific candidate and slant what they report to support only that candidate. Analyzing Political Speeches Political speeches offer voters opportunities to learn where candidates stand on issues, the policies they wish to propose, and the leadership qualities they possess. After learning the steps to analyze a campaign speech, have students create a Presidential Campaign Speech Scrap Book that includes an analysis of a speech by the Democratic presidential nominee, the Republican nominee, and a Third Party candidate. Student Activity Sheet entitled, Evaluating Media Coverage of the Campaigns. Student Activity Sheet entitled, Analyzing Political Speeches.

48 Suggested Activities for Secondary Students Activity Sheet Provided Writing a Campaign Speech Review the earlier activity entitled, Candidates and the Issues. Have students review the various issues and the positions supported by the presidential candidates. Have each student write a persuasive campaign speech on one issue of their choice. Encourage students to write the speech in their own voice, not in the voice of one of the presidential candidates. Speechwriting Tips are provided to help the students. Student Reading entitled, Speechwritin g Tips. Analyzing Political Advertisements - In every election, candidates and their supporters spend millions of dollars on political advertisements. Besides outlining a candidate s position on key issues, advertisements are often used to sell a certain image of a candidate. Other ads may be used to attack the opponent or their position on issues. Have students watch or listen to several ads by the presidential candidates and choose two advertisements from any source (e.g., radio, television, newspaper, magazine, Internet) to analyze using the questions provided. Analyzing Political Cartoons - After discussing the purpose of political cartoons and the techniques used by cartoonists to express their point of view, have students analyze several cartoons about the 2016 presidential race and its related issues. (Select cartoons appropriate for the age and maturity of the students. Additional cartoons can be found by searching 2016 political cartoons on any Internet search engine.) Student Activity Sheet entitled, Analyzing Political Advertising. Teacher background information entitled, Political Cartoons Background Information and a Cartoonist s

49 Suggested Activities for Secondary Students Activity Sheet Provided Techniques is found in the Background section of this instructional resource guide. Student Activity Sheet entitled, Political Cartoons. Analyzing a Presidential Debate - Unlike press releases, speeches on the campaign trail, news stories written by journalists, etc., debates offer the public an opportunity to see the candidates speak for themselves. Have students watch at least one presidential debate and analyze the answers to questions of importance to them. Following the debate, have students also analyze the questions asked by the moderators, the quality of each candidate s responses, and the tone of the debate. Conducting a Political Poll - Beginning with the presidential primaries and continuing through the presidential elections in November, professional pollsters and news organizations conduct surveys and polls in an attempt to predict who will be elected as our next President of the United States. Student Activity Sheet entitled, Analyzing a Presidential Debate. Student Activity Sheet, entitled, Conducting a Political Poll. Working in teams of three, have students conduct and analyze the results of a Presidential Poll in their community. Electoral College Explain to students that even though registered voters will cast their ballots to elect the President and Vice President on November 8, 2016, the actual presidential election is not over until the electors from each state cast their votes in December. It will take at least 270 of the 538 total electoral votes to win the election. Background information entitled, The Electoral College is

50 Suggested Activities for Secondary Students Using the provided Electoral College map, have students color the states won by Donald J. Trump in red and the states won by Hillary R. Clinton in blue on as the results are reported in the news on Election Day. On the back of the map, have students also draw one column for Donald J. Trump and one column for Hillary R. Clinton. In each column, list each state won by the candidate and its corresponding number of electoral votes. Total the electoral votes at the bottom of each column. District Mock Election As a culminating activity, have students participate in the District s on-line Mock Election. On-line voting is available via the following link: on. Students will have the opportunity to vote anytime between Monday, October 24 through Monday, November 7, Activity Sheet Provided found in the Background section of this instructional resource guide. Student Activity Sheet entitled, Map Electoral Votes by State (provided in the Background section of this instructional resource guide). Complete directions and support materials for the District s Mock Election are included in the final section of this instructional resource guide.

51

52 Voting and Responsibility (Student Activity Sheet) Name: Answer the following questions on your own paper. 1. Provide your personal response to each statement below. a. If you do not vote, you cannot complain about our elected officials or their policies. b. My one vote cannot make much of a difference in any election. c. Voting is not required by law, but it is still my responsibility to vote. 2. List at least 5 ways citizens can research the issues and candidates before an election. 3. Interpret each of the following quotations about voting: a. I am sure that every one of my colleagues - Democrat, Republican, and Independent - agrees with that statement. That in the voting booth, everyone is equal. - Barbara Boxer (U.S. Senator) b. Elections belong to the people. It's 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. President Abraham Lincoln c. Bad officials are elected by good citizens who do not vote. - George Jean Nathan (American drama critic)

53 If I Were the President (Student Activity Sheet ) Name: 1. Brainstorm a list of policy and program priorities the class believes the new president should address. Discuss the potential importance and value of each policy or program on the list. 2. Review the proposed policies and programs on the brainstormed list and pick the three you feel are the most important.. (If you have another idea that was not on the list, you can add it.) Write a 1-2 page essay entitled, If I Were the President outlining the three priority policies and programs you would address if you were president. Provide at least two arguments in support of each of the three policies or programs you would make priorities.

54 The Path to the U.S. Presidency (Student Activity Sheet) Name: Directions: Read The Path to the U.S. Presidency and answer the questions below. 1. Place the following events in the order in which they happen during an election: The president is inaugurated into office. Primary elections are held and people vote for the candidate they want to be nominated by a political party. Electors meet to cast their state s votes in the Electoral College. Political parties hold their National Conventions. Election Day is held. 2. What is a political party? 3. What are primary elections and caucuses? 4. What is the difference between a closed and open primary? 5. Who makes up the Electoral College and what is their role in the election? 6. Are the following statements FACT or OPINION? Americans are becoming dissatisfied with the major political parties. The largest political parties in the U.S. are the Democrats and Republicans. The Electoral College is made up of electors from each state. More people want to see all primaries be open, not closed. The election process is too long and needs to be changed. Inauguration Day is held in January after the president is elected. Political parties should work together to govern and to promote policies to improve life in the U.S. Platforms outline a political party s beliefs and priorities.

55 Candidate Profile (Student Activity Sheet) Directions: Using the Internet, answer each question below on your own paper to create a candidate profile that describes one of the 2016 nominees for President of the United States. You may profile the Democratic or Republican nominee or any Third Party Candidate. Be prepared to share your candidate profile with classmates. 1. The candidate I am profiling is: 2. The political party this candidate represents is: 3. What other political offices has this person had in his/her career? 4. What prior political and/or leadership experience does this candidate have that makes him/her qualified to be the next president? 5. What is this candidate s point of view on major issues, such as: a. Terrorism and national security f. The economy b. Health care g. Taxes c. Education h. Gun violence d. Women s health issues i. Other topics of interest to you e. Immigration 6. Using the Internet, locate and read one or more biographies about the candidate and summarize it into an encyclopedia-style article (see possible websites at the end of this assignment). Be sure to include the following information about the candidate: a. Early life (e.g., date and place of birth, family information, early challenges and successes); b. Education and training; c. Leadership positions held; d. Challenges faced in his/her career; e. Other interesting information learned about the candidate; and, f. Contributions made by the candidate.

56 Candidate Profile Project Candidate Profile (Student Activity Sheet continued) On a poster board, create a profile of the candidate you researched that incorporates information from questions 1-6 along with at least 1 picture of the candidate. Organize the information so other students can easily read about the candidate and understand what sets him/her apart from others who are campaigning to become the next president. Create a My Point of View section on the poster board and write 2-3 paragraphs to address the following questions: a. Do you agree with this candidate and his/her point of view about important topics? b. Would you vote for this candidate? Why or why not? Suggested Internet Resources to Get You Started: Hillary Clinton, Democrat Gary Johnson, Libertarian Jill Stein, Green Party Donald Trump, Republican Source: Adapted from PBS,

57 Election 2016 Treasure Hunt (Student Activity Sheet ) Name: Directions: Using newspapers, magazines, the Internet, and other news sources, collect the items on the treasure hunt list below. Check the items off the list as you find them. Label all items and assemble them into a booklet. 3 photographs of Donald Trump; 3 photographs of Hillary Clinton; 3 photographs of any third party candidates; a quote made by Hillary Clinton on 3 different campaign issues; a quote made by Donald Trump on 3 different campaign issues; copies of 3 social media posts made by the Trump campaign; copies of 3 social media posts made by the Clinton campaign; a copy of 1 print campaign ad for Donald Trump; a copy of 1 print campaign ad for Hillary Clinton; 3 news articles about Hillary Clinton s campaign; 3 news articles about Donald Trump s campaign; 3 news articles about any Third Party candidate's campaign;

58 Election 2016 Treasure Hunt (Student Activity Sheet continued) 2 editorials about Hillary Clinton s campaign; 2 editorials about Donald Trump s campaign; 2 editorials about a Third Party candidate's campaign; 3 political cartoons related to the presidential race; copies of 3 different political polls published about the presidential race; the names of 3 notable individuals who have endorsed Donald Trump; the names of 3 notable individuals who have endorsed Hillary Clinton; and the names of 3 notable individuals who have endorsed any Third Party Candidate,

59 Candidates and the Issues (Student Activity Sheet) Name: Directions: As a class, brainstorm and discuss the domestic and foreign policy issues being debated by the nominees for President of the United States. In your opinion, which issues are most important? 1. Using newspapers, magazines, and the Internet, research two issues of major importance to you. 2. Summarize the positions of the Democratic and Republican candidates on both issues. Also give your opinion on the issue. Use your own paper if you need more space to write your answers. Issue #1: Hillary Clinton s Position on the Issue: My Opinion:

60 Candidates and the Issues (continued) Issue #1: Donald Trump s Position on the Issue: My Opinion:

61 Candidates and the Issues (continued) Issue #2: Hillary Clinton s Position on the Issue: My Opinion:

62 Candidates and the Issues (continued) Issue #2: Donald Trump s Position on the Issue: My Opinion:

63 Evaluating Media Coverage of the Campaigns (Student Activity Sheet) The media, including newspapers, magazines, radio, television, the Internet, and social media, has a tremendous influence on elections. Although the media plays an essential role in investigating facts and holding candidates accountable for what they say and do, the media may focus attention on scandals and stories that may not be factual or fair. This is especially true now with social media. In addition, some news sources, especially those on the Internet and social media, are not news sources at all! In fact, they support a specific candidate and slant what they report to support only that candidate. The Assignment: In this lesson, students will work in teams of three students to monitor and report on the news coverage of the presidential candidates. Follow these steps to compile and evaluate your findings. 1. Begin by looking at the attached log and follow up question to see what the team is expected to observe and report about the news coverage. 2. Assign one member of the team to follow the television news coverage on the candidates for one week. Assign another team member to follow news that is found in newspapers or magazines. The third team member should follow news on the Internet and social media (e.g., Facebook, Twitter). 3. As team members watch and read the news coverage, consider the following: What topics are being covered by the news sources? Do the reports focus on campaign issues and ideas or do they tend to focus on the candidates styles and personalities? How much time is devoted to each candidate? Is the time devoted to each candidate fair and balanced? Is the coverage of the candidates positive or negative? Is the news coverage fair and balanced? Is most news coverage devoted to actual news or is it devoted to commentators offering their opinions of the candidates and the issues? 4. Each team member should work on their own reporting and then transfer their answers to the Log before turning it in. Each team will turn in one set of responses.

64 Log - Media Coverage of the Campaigns Team Members: Type of News Source: Date: Topic: Candidate: Comments and Analysis:

65 Log continued Type of News Source: Date: Topic: Candidate: Comments and Analysis:

66 Log continued Type of News Source: Date: Topic: Candidate: Comments and Analysis: Using the information the team has compiled, list at least 3 conclusions you reached about the media s campaign coverage. Source: Adapted from Prentice-Hall Election Kit

67 Analyzing Political Speeches Activity Sheet Name: Political speeches offer voters opportunities to learn where candidates stand on issues, the policies they wish to propose, and the leadership qualities they possess. Follow the steps below to analyze the excerpt of the campaign speech found at the bottom of the page. Use these same steps to analyze other campaign speeches prior to the 2016 election. 1. Identify the Tone of the Speech As you read the speech below, note the tone of the speech. Tone is defined as a quality, feeling, or attitude expressed by the words that someone uses in speaking or writing. Ask yourself: Is the candidate s message a positive one? Does the candidate focus on him or herself, or use the speech to attack an opponent? Is the speech emotional or calmly delivered? After listening to or reading the speech, how did you feel personally? 2. Note Specific Promises or Factual Information Speeches often include a candidate s specific plans or proposals. However, in some cases, speeches intentionally do not speak to certain issues or ideas. So, it is important to listen to what speeches say and what they do not say! Ask yourself: Were any proposals included in the speech? Were the proposals specific? Were the proposals realistic? Were any proposals left out of the speech? If so, why do you think the speech did not include this information? 3. Evaluate the Message In 1-2 paragraphs, evaluate the speech. Include a comment on the tone of the speech and on any proposals it contained. Also include your reaction to the speech. The speech My fellow Americans, fourteen months ago, I announced my candidacy for the presidency. I knew the race would be long, much like a marathon. Tonight, with your support and the support of Americans across this nation, the race to win the marathon in November begins. We are going to win because our dream of building a better nation is true to the core beliefs of the American people. We will set policies in place to create more and better paying jobs, raise wages, decrease jobs lost overseas, and re-build the middle class. We will do this for all Americans white, black, Latino, Asian, and even our immigrant friends. Join with me to set a brighter future for all Americans! Finally, tonight, I humbly accept these challenges and your nomination for the Presidency of the United States. Thank you.

68 Directions: Analyzing Political Speeches Activity Sheet continued 1. Create a Presidential Campaign Speech Scrap Book that includes an analysis of: a. a speech by the Democratic presidential nominee; b. a speech by the Republican nominee; and, c. a speech by any Third Party candidate. 2. The speeches may be listened to on the news or on the Internet, or they may be read in any newspaper, magazine, or online. The entire speech must be analyzed! 3. On your own paper, answer the questions below for each speech. Questions: a. Name of the candidate delivering the speech: b. Political Party: c. Date of the speech: d. Audience for the speech: e. Source of the speech (e.g., name of publication): f. Describe the tone of the speech. Was the speech positive or negative? Did the speech attack an opponent? Was the speech emotional or was it calmly delivered? g. Describe the content of the speech. What topic or topics did the speech address? Do you think the topics included in the speech were selected because of the audience? Describe any specific plans or proposals included in the speech. In your opinion, were the proposals realistic and could they actually be implemented? h. Did the speech convince you to either support or not support the candidate? Explain. Source: Adapted from Prentice-Hall Election Kit

69 Speech Writing Tips (Student Activity Sheet) As you get ready to write a speech, how do you begin? Here are some ideas that can help. Pick the Issue You need to decide what issue to write about before you begin. What issue do you feel strongly about? Is it helping the economy? Climate change? Keeping our nation safe from terrorism? Or is it something else? The issue you choose should tell us what you care about. Do Your Research What critically important facts do you want to include in your speech to convince people you are correct? Research these facts before you begin. Select several facts about the issue to include in your speech. Get Their Attention - Nobody likes to be bored. So, put yourself in your audience's shoes. Find a hook or interesting way to start your speech to get everyone s attention. For example: Do you want your children to become ill by breathing foul, dirty air thanks to careless industries? Tell Them What You're Going to Tell Them In speeches, people hear the words instead of reading the words. When people read and don't understand something, they can go back and read it again. But with a speech, listeners have to get your ideas the first time. So, it's a good idea to explain quickly what your main point is going to be. That helps the audience know what to listen for. For example: "Today, I want to talk to you about how we can protect our country s environment. End With a Bang! - After you have explained how you feel about the issue you have been talking about, it's a good idea to end your speech with an exciting conclusion. Leave people feeling excited and that's what they'll remember about your speech. For example: "Together, we can make this nation truly great. Together, we can save our planet for our children!" Source: Adapted from

70 Analyzing Political Advertising In every election, candidates and their supporters spend millions of dollars on political advertisements. Besides outlining a candidate s position on key issues, advertisements are often used to sell a certain image of a candidate. For example, an ad might show a candidate with his/her family in order to convince the viewer that the candidate is a strong family person with traditional values. Other ads may be used to attack the opponent or their position on issues. Directions: Watch or listen to several ads by the presidential candidates. Choose two advertisements to analyze from any source (e.g., radio, television, newspaper, magazine, Internet). Answer the questions below for each ad on your own paper. 1. Which campaign does the ad support? 2. Write a brief summary or description of the advertisement. 3. What kind of ad is this? (Is it an ad about the candidate s stand on the issues? An ad on the candidate s image? An ad that attacks an opponent?) 4. Which type of ads do you prefer? Why? 5. Has any advertisement influenced your choice in the election? Explain. 6. Has any advertisement angered or annoyed you? Explain why? 7. Which candidate s ads do you think are more effective? Why? 8. If you could change how candidates use advertisements, what would you change and why? 9. Create Your Own Advertisement: Now that you have viewed several advertisements and analyzed their impact on elections, create a one-page newspaper advertisement for the candidate of your choice.

71 Political Cartoons (Student Activity Sheet) Name: Political cartoons were first seen in American newspapers in the late 1800s. Political cartoons try to make a point about a political candidate, issue, or event, often in a humorous way. However, the main purpose of political cartoons is not make you laugh. Instead, a good political cartoon tries to influence your opinion on issues or candidates using techniques including humor, exaggerations, caricatures, words, and symbols. 1. Look at the two political cartoons found below and on the next page and discuss the following questions as a class. a. What issue is being addressed by the cartoons? Could you have identified the cause if no words were used in the cartoon? Explain. b. What specific techniques are the cartoonists using to make their point about the issue? Source:

72 Political Cartoons (Student Activity Sheet Continued) Source: 2. Look at the two cartoons on the next page. In addition to using words, pictures, symbols, and exaggerations to make their point about an issue or candidate, cartoonists also use caricatures. Caricatures show a person in an exaggerated, funny way, often overstressing their physical features. As a class, discuss the following questions about the cartoons. a. What messages are the cartoons trying to express? Are the messages similar? Explain. b. What are some of the techniques or methods the cartoonists used to make their point? c. Did the cartoonists utilize caricatures in their cartoons? Explain.

73 Political Cartoons (Student Activity Sheet Continued) Source: Source:

74 Political Cartoons (Student Activity Sheet Continued) 3. Let s practice what we know about the techniques used by cartoonists. Look at the two political cartoons found below and on the next page. Answer the questions for each cartoon. Source: a) What issue is being addressed by this cartoon? b) Is this an issue being debated in the 2016 presidential campaign? Explain. c) What are some of the techniques or methods used by the cartoonist to make his point in the cartoon? d) What do you think the cartoonist s opinion is on this issue? Do you agree or disagree?

75 Political Cartoons (Student Activity Sheet Continued) Source: %2F8298dde04574bacfdfbc780246ff%2Fthumb.jpg a) What issue is being addressed by this cartoon? b) Is this an issue of importance in the 2016 presidential campaign? Explain. c) What are some of the techniques or methods used by the cartoonist to make his point in the cartoon? d) What do you think the cartoonist s opinion is on this issue? Do you agree or disagree?

76 Analyzing a Presidential Debate One of the most important events in any presidential campaign is the debates sponsored by the Commission on Presidential Debates. Unlike press releases, speeches on the campaign trail, news stories written by journalists, etc., debates offer the public an opportunity to see the candidates speak for themselves. As you watch the 2016 Presidential Debates, follow the tips below to see how well each candidate presents their views. Also watch and listen for the tone of the debate. Tips for Watching the Debates: 1. Note the Questions Asked: The questions asked during a debate are almost as important as the answers given by the candidates. Ask yourself: Were the questions fair? Did each candidate have equal opportunity to answer the questions? Were any important campaign issues not addressed in the debate? 2. Note the Candidate s Responses? The responses to debate questions provide voters with information on the candidates views, as well as their style and personality. Often candidates use their time to make statements that do not directly answer the question. Ask yourself: Did the candidates answer the questions clearly and directly? Did they try to evade certain questions? Did you get enough information from the candidates answers to help you understand where they stand on issues that are important to you and the nation? 3. Consider the Power of the Television: Television is a powerful media. The commentators, the set, graphics, lighting, sound and even the audiences may influence and even distract the viewer from carefully listening to the debate responses. Ask yourself: Did the candidates appear confident and sincere or were they defensive? Did the candidates spend their time outlining their positions and policies or did they spend their time attacking another candidate? What images did each candidate try to create for themselves during the debate? 4. Consider How You Felt Once the Debate Was Over: Immediately following the debate and before any commentators begin to analyze the debate, ask yourself: Did you gain knowledge where each candidate stands on issues of importance to you and the nation? What other information do you want to know about important issues? Are you now ready to support one candidate over the others? Why or Why not? Source: Adapted from Prentice-Hall Election Kit

77 Candidates Debate Responses Name: Date of the Debate: Channel Televising the Debate: Directions: As you watch the presidential debate, take notes on the answers given by the candidates to any three questions you are most interested in having answered. When the debate is finished, also answer the Summary Questions provided for you. Question: Candidate s Name: Political Party: Response to the Question: Candidate s Name: Political Party: Response to the Question:

78 Candidates Debate Responses Question: Candidate s Name: Political Party: Response to the Question: Candidate s Name: Political Party: Response to the Question:

79 Candidates Debate Responses Question: Candidate s Name: Political Party: Response to the Question: Candidate s Name: Political Party: Response to the Question:

80 Candidates Debate Responses continued Summary Questions: Answer each question below after viewing the 2016 presidential debate. a. Were the debate questions fair? b. Did each candidate have equal opportunity to answer the questions? Explain. c. Did the candidates answer the questions clearly and directly? Which candidate was most clear when answering? d. Did the candidates try to evade certain questions? If yes, give examples. e. Did the candidates appear confident and sincere or were they defensive? f. Did the candidates spend their time outlining their positions and policies or did they spend their time attacking another candidate? Was this effective? g. Were any important campaign issues not addressed in the debate? Give examples. h. Did you get enough information from the candidates answers to help you understand where they stand on issues that are important to you and the nation? i. Are you now ready to support one candidate over the others? Why or Why not?

81 Conducting a Political Poll (Student Activity Sheet) Beginning with the presidential primaries and continuing through the upcoming presidential elections in November, professional pollsters and news organizations have been conducting surveys and polls in an attempt to predict who will be elected as our next President of the United States. Directions: Working in teams of three students, conduct and analyze the results of the Presidential Poll on the following page. Follow the guidelines below when conducting the poll: 1. Each team member should ask 10 people to respond to the poll. Each team will have a total of 30 survey responses. 2. Avoid asking only family members to participate in the poll. 3. The poll should be conducted face-to face, with only the student recording the answers on the poll sheet. Each student will have 10 poll sheets. 4. When beginning each survey, explain that this is a class assignment and that individual responses will be anonymous. No one s answers will be reported by name. 5. Read the poll questions aloud to each person exactly as they are written. 6. If a person does not want to answer a question, skip it and go on to the next question. 7. Be careful not to say anything to influence how anyone responds to the poll. 8. Try to ask an equal number of men and women to respond.

82 Presidential Poll (Student Activity Sheet continued) Start by thanking each person for participating in the class poll. Further explain that no one s responses will be reported by name. The person taking the poll is: Male Female 1. Are you a registered voter? Yes No 2. Are you registered as a: Republican Democrat Independent 3. I am going to read a list of issues that are being discussed by the presidential candidates. Identify the three issues that are of the most important to you personally. The economy Terrorism and national security Immigration Taxes Women s health issues The environment Foreign policy Criminal justice Education Health care Civil rights Other 4. If the 2016 presidential election were held today, who would you vote for? Hillary Clinton, Democrat Gary Johnson, Libertarian Donald Trump, Republican Jill Stein, Green Party Other or write in:

83 Analysis of the Poll Results Presidential Poll (Student Activity Sheet continued) As a team, tabulate and discuss the responses you received from your poll. (If your team completed the poll as assigned, you should have 30 polls to tabulate.) 1. Tabulate and discuss the following poll responses: a. The total number of men and women who answered the poll. b. The total number of registered versus non-registered voters. c. The number of responses received for each issue listed on the poll. d. The number of votes received by each candidate on the poll, including other and write in choices. 2. Did any of the results of the poll surprise team members? Which responses were unexpected? Why? 3. Did people taking the poll express any strong opinions while answering the poll? Discuss these comments as a team. 4. Calculate the percentage of votes each candidate received on the poll? Did these responses surprise your team? 5. Using the Internet, find and read the results of at least two recent national polls for the presidential election. Compare the results of these national polls to the percentage of votes each candidate received on your team s poll? Are the percentages similar or different? Discuss why the results may vary.

84 Internet Resources

85 Major Political Parties Internet Resources Democratic Party, Republican Party, Other Political Parties, links at Democratic and Republican Nominees Hillary Clinton, Democrat - Donald Trump, Republican Links to other political parties and their candidates can be accessed at Broadcast News Networks ABC News, CBS News, CNN, C-SPAN, Fox News, MSNBC, NBC News, PBS, Major Newspapers Boston Globe, Chicago Tribune, Los Angeles Times, New York Times, html?_r=0 USA Today, Wall Street Journal, Washington Post,

86 Other Media Sources Associated Press, Fact Check, Five Thirty Eight, Gallup, Politico, Real Clear Politics, Reuters, Time Magazine, United Press International, U.S. News and World Report Magazine, Lessons Plans and Classroom Resources Center for Civic Education (Elementary and Secondary), C-Span (Secondary) - Education World (Elementary and Secondary) Hot Chalk (Elementary and Secondary), ICivics (Elementary and Secondary), PBS (Elementary and Secondary), Scholastic (Elementary and Secondary), Teaching Tolerance (Secondary),

87 District Mock Election Directions and Support Materials

88 Miami-Dade County Public Schools Student Mock Election and Election Kit Dear Teachers: The Department of Social Sciences encourages all schools and teachers to participate in the on-line 2016 Student Mock Election to be held from Monday, October 24 through Monday, November 7, The on-line voting site may be accessed via the following link: Opportunities to participate in the democratic process, like any skill, must be practiced. Student participation in this simulation is essential in helping to prepare them to become responsible and informed citizens in our democratic republic. To assist schools with their participation in the 2016 Student Mock Election, staff in the Department of Social Sciences has compiled the following Election Kit. The Election Kit includes the following: Student Mock Election Directions; Student Mock Election Voter Registration Application for Elementary Students; Student Mock Election Voter Registration Cards; Master List of Student Voters Form; Voting Today Precinct Poster; and I Voted Today Cards. Teachers are reminded that the links that are to be used for on-line voting will be available from DATES AFOREMENTIONED and that results of the Mock Election will be posted on the Department of Social Sciences website: on Wednesday, November 9, If you have any questions about the Election Kit or the Student Mock Election process, please Robert Brazofsky, Executive Director, Department of Social Sciences, at rbrazofsky@dadeschools.net.

89 Miami-Dade County Public Schools Student Mock Election Students who have studied the issues and the 2016 presidential candidates should now have the opportunity to vote in the Student Mock Election for the person they feel is the best qualified and prepared to serve as the next President of the United States. Directions for participating in this simulation follow. Directions: Two options for participating in the on-line Student Mock Election are provided below. The first option is preferred since it provides students with a more realistic, detailed simulation of the voting process from registering to vote to casting a ballot. If time is an issue, the second option allows students the opportunity to simply cast their ballot on-line. Option #1 - Student Mock Presidential Election - Detailed Voting Simulation This preferred option simulates the actual voting process as closely as possible. 1. With help and guidance from the teacher, have students complete the Student Mock Election Voter Registration Application. Collect the completed forms and place them in alphabetical order in order to make a master list of registered voters for the class. 2. Use the Master List of Student Voters Form to list the students who have registered to vote. (Save the list for Election Day. On Election Day, check each student s Student Mock Election Voter Registration Card against the master list simulating what is done at the actual polls on Election Day.) 3. For every student who has turned in a Student Mock Election Voter Registration Application, fill out a Student Mock Election Voter Registration Card and give the card to the student. (There are four cards per page.) Inform the students that they need to save the card and show it on Election Day in order to vote.

90 Miami-Dade County Public Schools Student Mock Election Directions Continued 4. REMINDER: On-line voting is available at: Students will have the opportunity to vote anytime between Monday, October 24 and Monday, November 7, (OPTION: Teachers may select one day for all students to vote or if computer access is limited, a few students may vote each day.) 5. On voting day(s), tape the Voting Today Precinct poster on the classroom door. 6. Before allowing students to vote, ask them to show their Student Mock Election Voter Registration Card to verify that they have properly registered. Check their names off of the Master List of Student Voters Form. 7. After each student votes, provide them with an I Voted Today Card which can be taped or clipped to their shirt or blouse. (There are four cards per page.) 8. District-wide results of the Student Mock Presidential Election will be posted on the Department of Social Sciences website on Wednesday, November 9, ( Option #2 - Student Mock Presidential Election Voting Only If time is an issue, this option simply allows students the opportunity to cast their ballot on-line. REMINDER: On-line voting is available at: 1. Students will have the opportunity to vote anytime between Monday, October 24 and Monday, November 7, (OPTION: Teachers may select one day for all students to vote or if computer access is limited, a few students may vote each day.) 2. District-wide results of the Student Mock Presidential Election will be posted on the Department of Social Sciences website on Wednesday, November 9, (

91 Student Mock Election Voter Registration Application - Elementary School 1. Are you currently a Miami-Dade County Public School student? Yes No (If NO, you cannot register to vote.) 2. I affirm (swear) I am in grade (circle one): K If you answered No to question #1, or if you are unable affirm (swear) the statement in question #2, you are INELIGIBLE to vote. Do not complete this application. 3. Date of Birth: (Month/Date/Year) / / 4. Last Name: 5. First Name: Middle Name/Initial: 6. School: 7. Party Affiliation: Democratic Party Republican Party Other (print party name : ) No Party Affiliation 8. Race/Ethnicity (Check only one): American Indian/Alaskan Native Asian/Pacific Islander Hispanic Black, non-hispanic White, non-hispanic 9. Sex: Male Female 10. Do you need assistance at the polls? Yes No 11. OATH: I do solemnly swear (or affirm) that I will protect and defend the Constitution of the United States, and the Constitution of Florida, that I am qualified to register as an elector under the Constitution and laws of the State of Florida, and that information provided in this application is true and that I am a Miami-Dade County Public School Student. Signature: Date: Note: This is NOT an official voter registration application form.

92 Student Mock Election Voter Registration Card Miami-Dade County Public Schools Student Mock Election Voter Registration Card Name: School: Grade: Miami-Dade County Public Schools Student Mock Election Voter Registration Card Name: School: Grade: Miami-Dade County Public Schools Student Mock Election Voter Registration Card Name: School: Grade: Miami-Dade County Public Schools Student Mock Election Voter Registration Card Name: School: Grade:

93 Student Mock Election Master List of Student Voters Teacher s Name: Class Period: Directions: Below, place the names of the students in your class who have completed a Student Mock Election Voter Registration Application (in alphabetical order by last name; two columns are provided). As students in your class vote, have each student show their Student Mock Election Voter Registration Card, check their names against this list, and have them initial next to their name, and allow them to vote. Student s Name Initials Student s Name Initials

94 Student Mock Election Master List of Student Voters Continued Student s Name Initials Student s Name Initials

95 Voting Today! Precinct: (Teacher s Name and/or Room Number) Miami-Dade County Public Schools Student Mock Election

96 I Voted Today Card I Voted Today! Miami-Dade County Public Schools Student Mock Election I Voted Today! Miami-Dade County Public Schools Student Mock Election I Voted Today! Miami-Dade County Public Schools Student Mock Election I Voted Today! Miami-Dade County Public Schools Student Mock Election

97 Miami-Dade County Public Schools Election 2016 Social Media Campaign M-DCPS Department of Social Sciences encourages schools to post their election-related activities on social media. Tag us on #2016MockElection.