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teacher's guide


Introduction
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How to Use
this Guide

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Program
Descriptions

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Previewing
Questions

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Postviewing
Activities

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Discussion
Questions

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Enrichment
Activities
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Student Page
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Related
Resources

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Credits
Enrichment Activities
  1. Have students interview a local candidate or a political figure. They should ascertain why he or she is in politics. Then each student should write an analysis showing how this person fits or does not fit with the characteristics discussed in class and as seen in the series.

  2. For the four weeks prior to the election, have students keep a log of television ads for the candidates for one office. In the log include the name of candidate, date and time of the television ad, television station, brief description of the ad, and whether the ad was positive or negative. At the end of the four weeks, the students should review their logs and draw conclusions about the tone of the candidates campaign.

  3. Have students research the campaigns of two American presidents, one from the 19th and one from the 20th century. Ask them to write an essay defending or refuting this premise: "Negative campaigning is a modern campaign tactic." (Good examples would include such presidents as Andrew Jackson in 1828; Grover Cleveland in 1894; John F. Kennedy in 1960.)

  4. Ask students to create some sort of campaign item: (for example, a bumper sticker, poster, campaign button, slogan) to support the candidate or party of their choice or to educate voters about an issue which they think is important. Have them display their creation for your class.

    kika
    Kika for Congress, South Texas, 1994; Photo: Andrew Kolker

  5. Design a simulation around a controversial issue in a local election. Have students research the issue, determining what the various "sides" to the issue are and which special interest groups or citizen groups would feel strongly about it. Then divide the class into groups: one group to represent the local governing body (for example, city council, board of supervisors); and other groups to represent the interest groups or citizen groups that would take a stand for or against the issue. In the simulation, a public hearing would occur in which each group would present its opinion on the issue to the local governing body. The governing body would discuss the issue, taking into account what the groups have said, and then vote.

  6. Define the characteristics of elections in the American political system. Your list might include length of campaigns, financing strategies, voter turnout and so on. Then divide the class into groups and have them research the election process in Great Britain. Have groups report and fill in a bulletin board chart of the differences they find.

  7. After students watch Vote for Me, ask them to identify all the different types of work that go into a political campaign. Workers might include a human billboard, driver, sound truck voice, ward leader and lit dropper. Ask them to choose three occupations and find out the experience and training needed for someone to do a good job at the work. Would you like to do that type of work for a living? As a volunteer?

  8. Distribute a map of the United States to each student. While watching the series, have students put a dot on every state and city featured. (Challenge: Use an outline map of the United States with state boundaries shown but without any place names.) After students have put in their dots ask them to draw a symbol to reflect the campaign shown in that location. Tell why the symbol ties in with the location. (For example, put a star in Texas because the star represents the state nickname, the Lone Star state.) Encourage students to share their maps at the end of the exercise.

    balloon

  9. With a group of friends, identify some interesting political campaigns in your area. Construct a check list and rank the campaigns from best to worst according to these and other measures: candidates' knowledge of issues, quality of speeches, availability to voters, level of response to questions, radio ads and quality of bumper stickers. Tabulate the results and share your findings with the class. Ask students to share their opinion on how those performances might shape a voting decision.

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