iCount A 3-Part Lesson to Engage Learners in the Voting Process October 26 th, 2013

 Audience:Grades 8-12 Social Studies students  This activity is designed to connect students to the voting process; to educate and inspire the youth of today to be the voters of tomorrow.  Students investigate voting patterns in British Columbia by engaging others about their voting rationale and comparing their findings with actual provincial voting statistics. iCount: Overview

iCount: Increasing Engagement

 Through their investigations students will be able to;  understand the BC electoral system, their rights and responsibilities as future voters  compile and analyze collected data  think critically about voter turnout and demographics  define issues within the various demographics and develop strategies to address these issues iCount: Objectives

 Activity #1: Introduce idea of electoral districts, and the role of MLA; discuss current issues within specific ridings and how these issues impact those communities. Activities & Methods

 Activity #2: Preamble the importance of the interview process to gather information. As a class discuss closed and open-ended questions, drafting three questions each student can ask (examples below).  Students are then required to interview a minimum of three persons from three different demographics; 18-24, 25-54, 55+, asking a combination of some prescribed questions and some of the students’ choice. Activities & Methods

 Activity #2 (cont.) Students are then required to interview a minimum of three persons from three different demographics; 18-24, 25-54, 55+, asking a combination of some prescribed questions and some of the students’ choice.  Example Interview Questions:  Have you ever participated in an election? What motivated you to do this?  Have you ever declined an opportunity to vote? Why or why not?  What influences the way you vote? Discuss.  How have your voting patterns, perspectives and reasons changed? Activities & Methods

 Activity #3: With their research, have students break into groups and discuss their findings. They should compare the similarities and differences in responses according to ages, gender, and life experiences.  Optional: chart or graph class results.  Do their findings match the previous election results showing a low percentage of year old voters?  Discuss what would happen if this demographic continues not to vote.  Discuss the impact if this demographic manages a 100% voter turnout. Activities & Methods

 Activity#4: Students will take all information gathered, analyzed and synthesized and produce a ‘Graffiti Wall’. This ‘wall’ will include slogans and ideas that students believe will inspire the youth of today to be the voters of tomorrow. (See Elections BC Democracy Unit for Graffiti Wall idea.) Activities & Methods

 Preparation:  Students will understand the basics of the provincial Legislative Assembly.  Students will have a basic understanding of the provincial election process.  Duration: Three 45-minute class periods interviews done outside of class time. Preparation & Duration of Activity

 Demonstrate effective research skills, including; accessing information, assessing information, collecting data, evaluating data, organizing information and presenting information  Apply critical thinking—including questioning, comparing, summarizing, drawing conclusions  Defend a position—to make reasoned judgments about a range of issues, situations, and topics  Demonstrate skills and attitudes of active citizenship  Demonstrate understanding of the political spectrum Learning Outcomes

  maps-profiles/ maps-profiles/  platforms-millennials_n_ html platforms-millennials_n_ html  participation-by-age-group-2009.pdf participation-by-age-group-2009.pdf  Materials & Resources

CATEGORY4321 Knowledge Gained Student can accurately answer several questions about the person who was interviewed and can tell how this interview relates to the material being studied in class. Student can accurately answer a few questions about the person who was interviewed and can tell how this interview relates to the material being studied in class. Student can accurately answer a few questions about the person who was interviewed. Student cannot accurately answer questions about the person who was interviewed. Question Construction Student has devised questions that truly elicit greater understanding of voter demographics and why some people choose to vote. Student has devised questions that elicit a better understanding of voter demographics. Student has devised questions that may help with understanding why some people vote, although the information is very general. Student ‘s questions lacked clarity and did not relate to collecting information about voter demographics. Evaluation of Activity: Rubric

 Evidence of information gathered from interviews  Evidence of discussion and compilation of data in small groups  Participation in class discussions  Creation and completion of the Graffiti Wall  Optional: peer or self assessment Evaluation of Activity

FINAL THOUGHTS: