Get Out and Vote! Service Learning Plan

Title of Project: Get Out and Vote!       

Grade Level:  5

Number of Students Participating: 102

Contributed by:

            Teacher:  Brandi Darnell

           School:  Northern Elementary School

           District or County: Pendleton County

Overview/Description of Project:
Students will promote civic engagement, particularly voting, through the production of literature, fliers, and videos related to the upcoming presidential election. 

Goals:
Students will use their knowledge of government to produce a campaign that encourages community members and parents to participate in the 2012 Presidential election.

Core Content Areas:
Social Studies (Kentucky Core Content)
SS-05-1.3.2: Students will describe specific rights and responsibilities individuals have as citizens of the United States (e.g., voting in national elections) and explain why civic engagement is necessary to preserve a democratic society.  DOK 3

SS-05-1.2.1: Students will identify the three branches of the U.S. Government, explain the basic duties of each branch (executive-enforce the laws, legislative-make the laws, judicial- interpret the laws) and identify important national/federal offices/leaders, (President, Vice-President, Congress, House, Senate, U.S. Senators, U.S. Representatives, U.S. Supreme Court, judges) associated with each branch.

English/Language Arts (Common Core State Standards)
5.SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

a. Come to discussions prepared having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

b. Follow agreed-upon rules for discussions and carry out assigned roles.

c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.

5.SL.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

5.SL.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

5.SL.6 Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.

5.W.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.

b. Provide logically ordered reasons that are supported by facts and details.

c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).

d. Provide a concluding statement or section related to the opinion presented.

PARC MODEL STEP-BY-STEP GUIDE

STEP 1: PREPARATION

Introduce three branches of government (executive, legislative, judicial)

• House Mouse, Senate Mouse and Woodrow the White House Mouse
• Time for Kids
• Social studies text

Discuss importance of civic engagement, particularly voter participation

• Local voter turnout from 2000, 2004, 2008 Presidential elections
• Compare local turnout to state, national

Introduce Electoral College

• Schoolhouse Rock
• Time for Kids
• Social studies text

Investigate major parties and candidates, choose candidate to support

• Class debates

STEP 2: ACTION

Opinion writing supporting one presidential candidate

Create civic engagement materials in small groups

• Importance of voting videos
• Importance of voting fliers
• Candidate support fliers (based on opinion writing)
• Candidate support videos (based on opinion writing)

Publish opinion writings on classroom website

Publish voting and candidate support videos on classroom/school/district website

Distribute voting and candidate support fliers at annual “Freaky Friday Festival” held in October

Post importance of voting fliers in local businesses

Post candidate support fliers in hallways at school

STEP 3: REFLECTION  (Reflection is not sequential; rather it is encouraged throughout the lesson)

During Project

Students will keep a journal for reflection throughout this project.  Possible journal topics include:

• Why is it important for our government to have three separate branches?
• Your parents tell you that they are not going to vote for the president in November because their vote isn’t important.  How would you respond?
• Do you believe the Electoral College is a fair way to elect the President of the United States?
• Which major political party do you feel represents your beliefs the best?  Why?
• Describe your experience creating your promotional video.
• How has your participation in this project changed your opinion about the presidential election and voting?

After Election

Class analysis of local, state, and national voter turnout

Class analysis of national results map (red states vs. blue states)

STEP 4:  CELEBRATION/DEMONSTRATION

School-wide mock election using ballot boxes or old voting machines, announcement of “winner” based on results