Snapshot 7.9. Why Vote?
Integrated ELA/Literacy, History, and Civic Learning in Grade Twelve (cont.)ballot measure they are personally drawn to. The students will review the measure provided
by the Secretary of State or local registrar of voters and work together to discuss the following
questions:- What issue does this measure address?
- What is the measure proposing to do?
- What are the arguments in favor of this measure? What evidence supports arguments
in favor of it? - What are the arguments against the measure? What evidence supports arguments
against it? - What questions do we still have about this measure?
- Why should people care about this measure? Why should they care about voting for or
against measures like this?
The students create a group record of their discussion and identify how strong the
arguments for and against the measures are.
Once the students have delved deeply into one ballot measure and have engaged in an
extended discussion about why anyone would care about voting for or against the measure,
they use this experience to create a flier and a short media piece that encourages young
people their age to think seriously about voting. Each group then works with another group to
view and evaluate the media pieces and fliers (using a required criteria checklist) and provides
suggestions for refinement and revision. Once the refinement process is over, the groups
present their pieces to the class and proceed to connect with community organizations to
pursue their service learning projects.
CA CCSS for ELA/Literacy: RH.11–12.2, 6, 7, 9; WHST.11–12.2, 4, 6, 7; SL.11–12.1–6; L.11–12.1–3, 6
Related CA History–Social Science Standard:
11.10.6 Analyze the passage and effects of civil rights and voting rights legislation (e.g., 1964 Civil Rights Act,
Voting Rights Act of 1965) and the Twenty-Fourth Amendment, with an emphasis on equality of access to education
and the election process.
Additional Information
Primary and secondary source documents, summaries, and other teaching materials can be found at the following:- American Bar Association, Division for Public Education: http://www.americanbar.org/groups/public_education.
html - Constitutional Rights Foundation: http://crf-usa.org/
- Center for Civic Education: http://www.civiced.org/
Los Angeles County Office of Education. 2011. Preparing Students for College, Career, and CITIZENSHIP: A
California Guide to Align Civic Education and the Common Core State Standards for English Language Arts and
Literacy in History/Social Studies, Science and Technical Subjects. Downey, CA: Los Angeles County Office of
Education.
Los Angeles County Office of Education. 2003. Education for Democracy: California Civic Education Scope and
Sequence. Downey, CA: Los Angeles County Office of Education.
Presenting
In grades eleven and twelve students make presentations in which they convey a clear and distinct
perspective and a logical argument and address alternative or opposing perspectives. In the following
snapshot, students demonstrate this by researching issues of race, religion, and income and engaging
Grades 11 and 12 Chapter 7 | 781