THE SCHOOL BOARD OF MIAMI-DADE COUNTY, FLORIDA

Ms. Perla Tabares Hantman, Chair

Dr. Lawrence S. Feldman, Vice-Chair

Dr. Dorothy Bendross-Mindingall

Ms. Susie V. Castillo

Mr. Carlos L. Curbelo

Dr. Wilbert “Tee” Holloway

Dr. Martin Karp

Dr. Marta Pérez

Ms. Raquel A. Regalado

Julian Lafaurie Student Advisor

Mr. Alberto M. Carvalho Superintendent of Schools

Mrs. Maria L. Izquierdo, Chief Academic Officer Office of Academics and Transformation

Dr. Maria P. de Armas, Assistant Superintendent Curriculum and Instruction, K-12 Core Curriculum

Mr. Robert C. Brazofsky, Executive Director

Department of Social Sciences

Table of Contents BACKGROUND INFORMATION

LESSON 1- Mock Election

Mock Election Directions Voter Registration Application Voter Registration Card Master List of Student voters Precinct Poster A Brief Overview of Florida’s Executive Branch Meet the Candidates Election Ballot Voter Pins

LESSON 2 - Voting and Responsibility Lesson Plans

What Do You Think?

LESSON 3 - Interpreting Political Cartoons Lesson Plans

Cartoon Analysis Guide Political Cartoon Activity

Suggested Additional Activities Supporting Election Analysis

Students will participate in a classroom simulated mock election preparing them to become responsible and informed citizens in our democratic republic.

Have your students fill out the appropriate Student Mock Election Voter

Registration Application.

Collect them from the students and place them in alphabetical order in order to make a master list of registered voters for your class.

Use the Master List of Student Voters Form to list the students in your class who have registered to vote.

Save the list for Election Day so that you can check each student’s Student Voter Registration Card against the master list. This is similar to what is done at the actual polls on Election Day.

For every student who has turned in a Student Mock Election Voter Registration Application, do the following:

fill out a voter registration card and give the card to the student. Use the Student Mock Election Voter Registration Card form included in this

packet. Inform the students that they need to save the card and show it on Election Day

in order to vote. Review information with students:

o Brief overview of the Governor of Florida. o Meet the Candidates. o Candidate and the Issues.

o History of Political Parties. o Vocabulary

You will have a five day opportunity to let your students vote (from October 29 – November 4, 2014). You may select one day for your students to vote or allow a few students to vote each day.

NOTES TO TEACHER:

o Note* Optional: On voting day(s), tape the attached “Precinct” poster on your classroom door, as well as the attached posters encouraging students to participate in the Student Gubernatorial Mock Election.

o Note* Optional: You can explain to the students the voter registration process and simply provide access to the Mock Election links if you prefer instead of conducting the full-fledged voter registration, voter card, and entire process outlined in this instructional resource..

Source: Department of Social Sciences

Miami-Dade County Public Schools

Voter Registration Application

1. Are you currently a Miami-Dade County Public School Student?

_____ Yes _____ No (If NO, you cannot register to vote.)

2. _____ I affirm I am in grade (circle one) K 1 2 3 4 5 6 7 8 9 10 11 12

If you answered NO to question 1, or if you are unable to affirm the statement in

question 2, you are INELIGIBLE to register to vote in the mock election. Do not

complete this application!

3. Date of Birth: (MM/DD/YYYY) _____/_____/__________

4. Last Name: _________________________________________________ 5. First Name: _______________________ Middle Name/Initial: _________ 6. School: ____________________________________________________ 7. Party Affiliation: _____ Democratic Party _____ Republican Party

_____ Other (print party name :____________) _____ No Party Affiliation

8. Race/Ethnicity (Check only one) _____ American Indian/Alaskan Native _____ Asian/Pacific Islander _____ Black, non Hispanic _____ Hispanic _____ White, non Hispanic

9. Sex _____ Male _____ Female

10. Do you need assistance at the polls? _____ Yes _____ No

Note: This is NOT an official voter registration application form.

11. OATH: I do solemnly swear (or affirm) that I will protect and defend the Constitution of the United States, and the Constitution of Florida, that I am qualified to register as an elector under the Constitution and laws of the State of Florida, and that all information provided in this application is true and that I am a Miami-Dade County Public School student.

Signature: _____________________________ Date: ___________________

Student Mock Gubernatorial & Senator Election

Master List of Student Voters

Teacher’s Name: _________________________________

Class Period: ____________________________________

Directions: Below, place the names of the students in your class who have completed a

Student Mock Election Voter Registration Application (in alphabetical order by last name).

When students in your class vote, have each student show their Student Mock Election Voter

Registration Card, check their names against this list, and have them initial next to their name,

and allow them to vote.

Student Names Initials Student Names Initials

1. 21.

2. 22.

3. 23.

4. 24.

5. 25.

6. 26.

7. 27.

8. 28.

9. 29.

10. 30.

11. 31.

12. 32.

13. 33.

14. 34.

15. 35.

16. 36.

17. 37.

18. 38.

19. 39.

20. 40.

Voting Today!

Precinct:___________________________

(Teacher’s Name and/or Room Number)

MIAMI-DADE COUNTY PUBLIC SCHOOLS

2014 STUDENT MOCK

GUBERNATORIAL ELECTION

MAKE YOUR OPINION KNOWN!

VOTE

(October 29-November 4, 2014)

MIAMI-DADE COUNTY PUBLIC SCHOOLS

2014 STUDENT MOCK

GUBERNATORIAL ELECTION

The executive branch of government in Florida consists of: The Governor,

Lieutenant-Governor, Cabinet and various departments. The Governor is

the “supreme executive” according to Florida’s state constitution, but some

power is shared with the Cabinet. Powers exclusively under the Governor are

as follows:

Enforcement of laws Be commander-in-chief of all military forces of the sate not in active U.S. service

Initiate judicial proceedings against state, county or municipal officers Give a state of the state message to the Legislature Appoint persons to vacancies in elected offices Appoint persons to head executive departments, commissions and boards in state, county and municipal governments

Suspend public officials Remove public officials

The heads of agencies appointed by the Governor are considered to be in

the “Little Cabinet.” These include: The Senior Executive Assistant,

Transportation, Business Regulation, Health and Rehabilitative Services,

pollution Control, Professional and Occupational Regulation, Community

Affairs and Citrus.

The Governor must meet the following requirements: Must be at least 30 years of age. A resident of Florida for seven years. Swear to uphold the constitution of Florida and the United States. Cannot be a convicted felon nor judged to be mentally incompetent.

Governor’s term limits:

Serve four year terms and can serve a consecutive term.

A Governor can be removed from office by the Legislature through impeachment.

o Impeachment requires two-thirds of the House votes and two-thirds of the Senators present vote for conviction.

o Four members of the Cabinet may request in writing for the Supreme Court to declare the Governor mentally or physically incapable of performing governmental duties.

o Impeachment proceedings can also be brought against the Lieutenant-Governor, members of the Cabinet, the Supreme Court and lower courts.

Lieutenant-Governor

The Lieutenant-Governor of Florida is first in line of succession to the office of Governor.

Qualifications for being Lieutenant Governor: o The Lieutenant Governor qualifications are the same as the Governor’s. o Only one vote is cast for Lieutenant-Governor and Governor, and they

must run as a team. The Cabinet

All members of the Cabinet have the same terms and qualification.

They must be 30 years of age. Serve four year elected terms.

Source: The Department of Social Sciences

D i r e c t i o n s: Identify several issues from the current gubernatorial campaign in Florida. Outline the position held by the two major candidates on each issue. Use the following websites to research the candidate’s views on important issues: Rick Scott: http://www.rickscottforflorida.com/

Charlie Crist: http://www.charliecrist.com/

ISSUE Rick Scott (Republican)

Charlie Crist (Democrat)

ELEMENTARY SCHOOLS: TARGET GRADE LEVELS- 3-5

FOR ELEMENTARY SCHOOLS, PLEASE USE THE FOLLOWING LINK FOR YOUR STUDENTS TO

PARTICIPATE IN MDCPS’ MOCK GUBERNATORIAL ELECTION.

PLEASE NOTE: The elementary mock election contains one ballot question- Governor of Florida

and includes choices for either the democrat or republican candidate ONLY. It should be noted

that there are other candidates from other political party affiliations and/or candidates not

affiliated with a political party on the actual ballot.

Elementary Gubernatorial Election Link:

https://www.surveymonkey.com/s/MDCPSGubernatorialMockElectionElementary

SECONDARY SCHOOLS: TARGET GRADE LEVELS- 6-12

FOR SECONDARY SCHOOLS, PLEASE USE THE FOLLOWING LINK FOR YOUR STUDENTS TO

PARTICIPATE IN MDCPS’ MOCK GUBERNATORIAL ELECTION.

PLEASE NOTE: The secondary mock election contains two ballot questions- Governor of Florida

and includes choices for ALL candidates on the actual ballot, and the proposed Florida

Constitutional Amendment concerning medical marijuana usage. It should be noted that there are

MANY other ballot issues on the Miami-Dade County November 4 Ballot (see sample ballot link

below). Teachers are encouraged to discuss multiple issues on the ballot with their students

accordingly.

Secondary Gubernatorial Election Link:

https://www.surveymonkey.com/s/MDCPSGuvernatorialMockElectionSecondary

Link to Miami-Dade Sample Ballot- for instructional use only:

http://www.miamidade.gov/elections/library/sample-ballots/2014-11-04-sample-ballot-general.pdf

Please note: results of the elementary and secondary Gubernatorial Mock Election will be posted on the

Department of Social Sciences’ website: http://socialsciences.dadeschools.net on November 5, 2014

\

` Students will learn about the

Constitution’s many provisions for voting.

Students will participate in an informal discussion of the election process, including the Electoral College, the evolution of voting rights, and how the Constitution has been amended to keep up with the times.

(Handouts Provided) Our Three Branches of Government The Right to Vote Pen/Pencil

Explain to students that one of the foundations of the Constitution was the right of

the citizen to vote. Point out that voting is the first step in running a democratic government; nothing can happen before leaders are elected. Since the Constitution was the framework for the government, it had to include rules for how government officials were elected to office.

Distribute the Our Three Branches worksheet. Explain that the methods by which officials are elected or selected differ for the three branches of government. Divide the class into groups of three or four. Ask each group to use a copy of the Constitution and other resources to research how each branch’s officials are elected. Allow students to work for fifteen minutes to complete their worksheets. Once they are finished, go over the answers as a class.

Answers could include:

o Legislative Branch: Members of the House are elected every two years for each state. The winner of the majority of each popular vote wins the election. Members of the Senate are elected every six years. Initially,

o senators were elected by state legislatures, but the 17th Amendment called for the direct election of senators by people in their state.

o Executive Branch: The president and vice president are elected by the

Electoral College, not the popular vote. The electors are chosen by the states, and each state gets as many electors as it has senators and representatives. After the November election every four years, these

“The Constitution is not an

Instrument for the

government to restrain the

people, it is an Instrument

for the people to restrain

the government – lest it

come to dominate our

lives and interests.”

-Patrick Henry

electors vote for the presidential and vice presidential candidates that received the majority of their state’s popular vote.

o Judicial Branch: The public does not vote for any federal judge directly, but has some measure of representation in the nomination process. The President nominates justices for the Supreme Court, but the Senate must approve of the selection, as it must approve of the many judges in minor federal courts. In the state court systems, judges are usually elected by the public.

Answers: o 1. The Legislative Branch; o 2. President and vice president; o 3. You must be at least 25 years old, be a U.S. citizen for 7 years, and be

an inhabitant of the state in which you are running, a Senator has to be at least 30 years old and a U.S. citizen for 9 years;

o 4. The vice president, they cast the deciding vote if there is a tie; o 5. They are nominated by the president and confirmed by the Senate.

Distribute The Right to Vote worksheet. Remind students that the qualifications

for voting have changed a lot over the past 200 years. Briefly discuss the fact that the Constitution has been amended numerous times to establish new voting rules. Point out that, in every case, these rules allowed more people to vote. Instruct students to complete Parts I and II of the worksheet. When they are finished, review the answers as a class.

Answers: o Timeline:

• (1870) Amendment 15. Voting Rights – Black Suffrage • (1913) Amendment 17. Direct Election of Senators • (1920) Amendment 19. Women’s Right to Vote • (1961) Amendment 23. Presidential Elections for the District of Columbia • (1964) Amendment 24. Poll Tax Ended • (1971) Amendment 26. Vote for Eighteen-Year-Olds

Part II Answers: o 1. 23rd Amendment; o 2. 132 years; o 3. 1971, 21 years old; o 4. 5 years; o 5. Senators were elected by the state legislature.

(Source: government.mrdonn.org/3branches.html )

Students will gain an understanding of the

importance of voting.

Discuss in a whole group lesson the importance of voting. Discuss the fact that although there is no law that requires citizens of the United States to vote,

many Americans consider the right to vote important. Explain why it is important for citizens to vote. Ask students to discuss two ways voters can learn more about people running for office so that

the voters can make good decisions?

Distribute voting and responsibility handout and complete as an individual/ group activity.

Possible explanations for importance of voting: Elected officials make important decisions Elected officials represent the people

Ways of finding out what a candidate stands for:

Read candidate's brochures Attend meetings with the candidates Ask candidates questions Listen to and read advertisements about the candidates Watch debates held by the candidates Go to campaign headquarters and ask questions Internet/computer

Although there is no law that requires citizens of the United

States to vote, many Americans consider the right to vote

important.

a. Explain why it is important for citizens to vote.

b. What are TWO ways voters can learn more about

people running for office so that the voters can make

good decisions?

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

What Do

You

Think?

In the late 1800's an increase in newspaper and magazine circulation provided a

rich environment for the rise and use of political cartoons. During the Spanish

American War, William R. Hearst encouraged the visual arts of Frederick

Remington by saying, "you furnish the pictures and I'll furnish the war."

Political cartoons communicate powerful ideas often in a humorous, enlightening

manner, by incorporating the events of the period into an easily understandable

format most people could relate to even with limited reading abilities. Symbols,

caricature, drawings and exaggerations used by the cartoonist point out themes

and problems of any given time period. A political cartoon is a cartoon that makes a point about a political issue or

event. You can find them in any daily newspaper, but they won’t be in the comics section. Instead, look on the editorial pages – they’re right next to the editorial columns, and across from the opinion essays. You can also find them in newsmagazines and on political Web sites.

Political cartoons can be very funny, especially if you understand the issue that they’re commenting on. Their main purpose, though, is not to amuse you but to persuade you. A good political cartoon makes you think about current events, but it also tries to sway your opinion toward the cartoonist’s point of view. The best political cartoonist can change your mind on an issue without you even realizing how he or she did it.

Cartoonists’ Persuasive Techniques

Cartoonists use several methods, or techniques, to get their point across. Not every cartoon includes all of these techniques, but most political cartoons include at least a few. Some of the techniques cartoonists use the most are symbolism, exaggeration, labeling, analogy, and irony.

Students will identify cartoonists’

persuasive techniques in political

cartoons.

Once you learn to spot these techniques, you’ll be able to see the cartoonist’s point more clearly. You should also be aware of any political slant, or bias, that he or she might have. When you know where the cartoonist is coming from, it’s easier to make up your own mind.

You might also start watching out for the persuasive techniques used in other media, such as political ads and TV news programs. There are a lot of people out there trying to change your mind – it’s a good idea to be aware of how they’re doing it.

Distribute the cartoon analysis guide handout.. Discuss the cartoon analysis guide techniques. Discuss political cartoons. Distribute political cartoons handouts.

Extended activity:

* Give students a political cartoon they have not previously seen and ask them to interpret the meaning of the cartoon in written form by following the steps given in class. * Have students create their own political cartoons for the given time period.

Additional Resource: “Can You Build a Better Voter?”, 2014 iCivics Mid-Term Election Resource https://www.icivics.org/election_resources_2014

Sources: http://lcweb2.loc.gov:8081/learn/features/political_cartoon/model.html

https://www.icivics.org/election_resources_2014

Once you’ve identified the persuasive techniques that the cartoonist used, ask yourself

these questions:

Name: __________________________________________________________

Practice: Look at the following political cartoon and analyze it by answering the

questions below.

1. List the symbols:

_____________________________________________________________________

2. Identify the caricatures:

______________________________________________________________________

______________________________________________________________________

3. Explain the labels:

______________________________________________________________________

______________________________________________________________________

4. Explain the caption:

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

5. Explain the meaning of the cartoon and identify the cartoonist’s point of view.

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

6. What issue is this political cartoon about? __________________________________________________________________________________________________________________________________________________________________________________________________________________ 7. What do you think is the cartoonist’s opinion on this issue? __________________________________________________________________________________________________________________________________________________________________________________________________________________ 8. What other opinion can you imagine another person having on this issue? __________________________________________________________________________________________________________________________________________________________________________________________________________________ 9. Did you find this cartoon persuasive? Why or why not? __________________________________________________________________________________________________________________________________________________________________________________________________________________ 10. What other techniques could the cartoonist have used to make this cartoon more persuasive?____________________________________________________________

______________________________________________________________________

______________________________________________________________________

Name: __________________________________________________________

Practice: Look at the following political cartoon and analyze it by answering the

questions below.

1. List the symbols:

_____________________________________________________________________

2. Identify the caricatures:

______________________________________________________________________

______________________________________________________________________

3. Explain the labels:

______________________________________________________________________

______________________________________________________________________

4. Explain the caption:

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

5. Explain the meaning of the cartoon and identify the cartoonist’s point of view.

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

6. What issue is this political cartoon about? __________________________________________________________________________________________________________________________________________________________________________________________________________________ 7. What do you think is the cartoonist’s opinion on this issue? __________________________________________________________________________________________________________________________________________________________________________________________________________________ 8. What other opinion can you imagine another person having on this issue? __________________________________________________________________________________________________________________________________________________________________________________________________________________ 9. Did you find this cartoon persuasive? Why or why not? __________________________________________________________________________________________________________________________________________________________________________________________________________________ 10. What other techniques could the cartoonist have used to make this cartoon more persuasive?____________________________________________________________

______________________________________________________________________

______________________________________________________________________

Suggested Additional Activities Supporting Election Analysis

Campaign Slogans: Often times, political candidates use catchy slogans to get the voters’ attention and try to earn support from citizens. Research either current gubernatorial candidates’ election slogans or those of past political races and provide a statement of whether the slogan helped you to understand the candidate’s position on issues and/or convinced you to endorse the candidate. Bumper Stickers: Often times, political candidates create and distribute bumper stickers to build support. After researching your favorite candidate’s views on important election issues, create a bumper sticker (on poster board, construction paper, and/or on the computer) endorsing your candidate. Political Cartoons: As previously discussed, the media uses political cartoons to convey messages about political candidates and/or current events/campaign issues. Research a candidate and/or current event or campaign issue and create an original political cartoon and share it with your class. Social Media: Social media (e.g. Facebook, Twitter, etc.) is becoming a very important portion of a political campaign. Create a pretend Facebook page endorsing your favorite candidate for the 2014 Florida Gubernatorial race. Speaking Skills: Pretend you are introducing your favorite candidate at a political rally and deliver your introductory speech to your classmates during class. Be sure to include information about your candidate that is relevant to your candidate’s election campaign. Class Debate: Organize a debate in class between supporters of various candidates for the 2014 Florida Gubernatorial race. Be sure to stick to the issues!

The School Board of Miami-Dade County, Florida adheres to a policy of nondiscrimination in employment and

educational programs/activities and strives affirmatively to provide equal opportunity for all as required by:

Title VI of the Civil Rights Act of 1964 - prohibits discrimination on the basis of race, color, religion, or national

origin.

Title VII of the Civil Rights Act of 1964 as amended - prohibits discrimination in employment on the basis of race,

color, religion, gender, or national origin.

Title IX of the Education Amendments of 1972 - prohibits discrimination on the basis of gender.

Age Discrimination in Employment Act of 1967 (ADEA) as amended - prohibits discrimination on the basis of age

with respect to individuals who are at least 40.

The Equal Pay Act of 1963 as amended - prohibits gender discrimination in payment of wages to women and men

performing substantially equal work in the same establishment.

Section 504 of the Rehabilitation Act of 1973 - prohibits discrimination against the disabled.

Americans with Disabilities Act of 1990 (ADA) - prohibits discrimination against individuals with disabilities in

employment, public service, public accommodations and telecommunications.

The Family and Medical Leave Act of 1993 (FMLA) - requires covered employers to provide up to 12 weeks of

unpaid, job-protected leave to "eligible" employees for certain family and medical reasons.

The Pregnancy Discrimination Act of 1978 - prohibits discrimination in employment on the basis of pregnancy,

childbirth, or related medical conditions.

Florida Educational Equity Act (FEEA) - prohibits discrimination on the basis of race, gender, national origin,

marital status, or handicap against a student or employee.

Florida Civil Rights Act of 1992 - secures for all individuals within the state freedom from discrimination because of

race, color, religion, sex, national origin, age, handicap, or marital status.

Title II of the Genetic Information Nondiscrimination Act of 2008 (GINA) - Prohibits discrimination against

employees or applicants because of genetic information.

Veterans are provided re-employment rights in accordance with P.L. 93-508 (Federal Law) and Section 295.07

(Florida Statutes), which stipulate categorical preferences for employment.

In Addition:

School Board Policies 1362, 3362, 4362, and 5517 - Prohibit harassment and/or discrimination against students,

employees, or applicants on the basis of sex, race, color, ethnic or national origin, religion, marital status, disability,

genetic information, age, political beliefs, sexual orientation, gender, gender identification, social and family

background, linguistic preference, pregnancy, and any other legally prohibited basis. Retaliation for engaging in a

protected activity is also prohibited.

Rev. (05-12)