Civics in a Digital Republic: A Transformative Curriculum

Lesson 1: Media Literacy: State Officials

97 RESPONSIBILITIES OF THE INDIVIDUAL C.1 Media Literacy STATE OFFICIALS SUMMARY This lesson provides the opportunity to explore the state of West Virginia and its elected officials. • Students will research the U.S. Congress members of West Virginia. • Students will conduct research regarding the political background of each member. • Students will present their findings through a Glog. PROCEDURE Day 1 • Tell students that they will be discussing various issues in their community (school or larger community) that they care about. Bring in newspapers or online articles relating to the relevant community, or to the state of West Virginia. • Have students brainstorm a list of various problems in the community or state. • Read and discuss the following quote by the famous British politician Edmund Burke: “The only thing necessary for the triumph of evil is for good people to do nothing.” • Discuss common reasons why people are not civically engaged. Ask students what the result of civic disengagement of their generation might be. • Tell students that you will be tackling two of the most common reasons 97 C.1 RESPONSIBILITIES OF THE INDIVIDUAL Media Literacy STATE OFFICIALS continued 98 people do not become engaged in civic action: lack of knowledge about a topic and not knowing what to do to make a difference. • For homework (or in-class work) have students find their own newspaper /online article relating to an important issue in their community, or to the state of West Virginia. Day 2 • Have students present their newspaper/online article and discuss why it is important to them. • Explain to students that before 1971, people under twenty-one were not allowed to vote. The Twenty-Sixth Amendment lowered the voting age to eighteen. Ask students if they think eighteen-year-olds should be allowed to vote. Why or why not? How does this compare to other age limits that are set by the government? • Research the website Civic Youth (http://www.civicyouth.org/quickfacts /youth-voting/) for a multitude of information regarding youth voting to bring into the class. • Discuss the following quote by George Marshall: “Democracy is the most demanding of all forms of government in terms of energy, imagination and public spirit required of the individual.”Explain to students that some consider citizens who are non-participants in democracy to be “free riders .”Pose the following question for debate: "Should free riders be required to pay more taxes since they are not contributing in other ways? Should those that are involved in democracy receive extra benefits?”Cite how Australia has a 95% voting rate and fines citizens who do not vote. • Discuss the article Making Voting Fun? • Inform students that they will research a political official from the state of WV. • If time permits allow students time to become familiar with the website Project Vote Smart (http://www.votesmart.org/). Day 3 • Have students work in groups of five and choose a member of the U.S. Congress from WV to research; Inform students that they will present their findings in a Glog on Glogster (http://edu.glogster.com/). C.1 RESPONSIBILITIES OF THE INDIVIDUAL Media Literacy STATE OFFICIALS continued 99 • Students will research personal and political information to present in a Glog on Friday. The research is intended to get students familiar with their elected officials. • Have students work on Special Interest Group Lesson and worksheet. • Have students work on Values and Legislation Lesson and worksheet. • These two worksheets will help students become familiar with their politician. • Allow students time to do extensive research on their politician. Day 4 • Allow students more in-class time to work on their Glogs. • The information presented in each Glog should reflect the students’ personal backgrounds and the information obtained through the special interest group and values and legislation worksheets. Day 5 • Have students present their Glog to class. • Have a wrap up discussion around being a informed citizen. Differentiated Instruction • Students not familiar with computers may need extra attention. • Advanced students could create multiple Glogs outside of their group work. • Students that do not have a computer or Internet at home . . . make sure there is time for them to work at school. Collaboration • Students will work collaboratively & individually in groups of five. C.1 RESPONSIBILITIES OF THE INDIVIDUAL Media Literacy STATE OFFICIALS continued 100 Time Allotment • Five class periods. One hour per class. MATERIALS & RESOURCES Instructional Materials • Project Vote Smart (http://www.votesmart.org/) • Glogster (http://edu...