The upcoming election has really gotten people talking about politics. Everyone has an opinion, and everyone wants that opinion to be heard. This project, designed for middle school students, allows students to design their own political parties, run their own campaigns, and ultimately vote for their “president.”
How to be politically informed is a topic that is often tip-toed around in schools because politics can be such a touchy subject. This project will allow students to open up about their beliefs and will teach them how to find information for themselves. It will also teach them to be mindful of the loaded language and inclusion/avoidance of facts in political advertisements by allowing them to create ads using techniques that will sway their audience.
The project will begin by students being placed into groups where they will come up their their own party, logo, platform, and campaign commercial. Students will compete with the other groups, and a final election will be held at the end of the unit. Students will be encouraged to study political parties and draw inspiration from what they learn. Individually, students will write a short essay about their personal beliefs and about a real world political figure in American history that they think is a good political role model.
How to be politically informed is a topic that is often tip-toed around in schools because politics can be such a touchy subject. This project will allow students to open up about their beliefs and will teach them how to find information for themselves. It will also teach them to be mindful of the loaded language and inclusion/avoidance of facts in political advertisements by allowing them to create ads using techniques that will sway their audience.
The project will begin by students being placed into groups where they will come up their their own party, logo, platform, and campaign commercial. Students will compete with the other groups, and a final election will be held at the end of the unit. Students will be encouraged to study political parties and draw inspiration from what they learn. Individually, students will write a short essay about their personal beliefs and about a real world political figure in American history that they think is a good political role model.
Learning Objectives
- Define “party,” “Democrat,” “Republican,” and “campaign.”
- Create a compelling political campaign ad using techniques used in real-world campaigns. Incorporate use of loaded language and inclusion/avoidance of facts.
- Identify major political parties in the United States and key politicians in the parties’ histories.
- Conduct research and identify reliable sources
- Apply prior knowledge about American politics
- Use information presented to make an informed political decision at the end of the unit
Introduction to the Project
This unit will begin with a discussion with the teacher showing the following campaign ads. The class will then discuss what each ad did well and what each ad did poorly. Students will then be placed into groups and asked to discuss what their ideal political party and/or candidate would look like. After allowing for discussion, the teacher will introduce the project and explain what students will be doing.
Driving Questions
How can we create a new political party that is in line with our beliefs?
How can we use loaded language and inclusion/avoidance of facts to get others to vote for our party?
Timeline
- Project will last for two weeks.
- Week 1: The first week will be the planning phase. Groups will work together to design their party, logo, platform, and ad campaign. Students will be given time in class to work with their groups every day.
- On Thursday, students will have a full class discussion about important political issues to make sure all of the groups are on the same page about what is important to consider.
- At the end of the first week, students will turn in individual essays about what they are learned about their own beliefs and one political figure in history that is in line with their beliefs.
- Week Two: Students will have class time on Monday and Tuesday to work on filming their ad campaign (Note: If equipment is unavailable, students may act out their ad as a skit).
- On Wednesday, students will have a political debate in class. Students will prepare questions to ask other political parties.
- Thursday will be the election. Students will vote in “election booths” that were made by the teacher. Students will not be allowed to vote for their own team.
- On Friday, the election results will be announced. Students will write a short (half page) reflection about the election and their feelings about the results.
Wrap-Up
On the last day of the unit (after the results have been announced and reflections have been written), students will take the “I Side With” quiz to see which of the current real-world candidates is most closely aligned with their beliefs. This will allow students to see which candidate is best suited for them, and they will have an informed opinion about current American politics.
References
MyParty Election Project. (n.d.). Buck Institute for Education. Retrieved from http://bie.org/object/document/myparty_election_project
Engage Future Voters with Election Process. (2012, September 4). Edutopia. Retrieved from http://www.edutopia.org/blog/election-projects-lessons-pbl-suzie-boss
Resources for Designing a Political Ad Campaign. (2012, September 26). Edutopia. Retrieved from http://www.edutopia.org/blog/political-ad-project-pbl-resources-bob-lenz
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