Do Young People Ever Vote?
Esaili, Hanan. Why Don’t Young People Vote? The Huffington Post, 12 Nov. 2015. Web. 5 March 2016. <http://www.huffingtonpost.com/hanan-esaili/why-dont-young-people-vote_b_8535936.html>
D.K. Why Young People Don’t Vote. The Economist, 29 Oct. 2014. Web. 5 March 2016. <http://www.economist.com/blogs/economist-explains/2014/10/economist-explains-24>
Barnes, Brooke. President Obama’s Former Speechwriter to Join Funny or Die. The New York Times, 24 Feb. 2016. Web. 6 March 2016. <http://www.nytimes.com/2016/02/25/business/media/david-litt-president-obamas-former-speechwriter-to-join-funny-or-die.html?_r=0>
Students will engage with various social constructs to identify their own biases and others biases and understand that they are concepts or ideas that have been completely invented by people and accepted as truth, science and/or fact. While the idea or thing behind a social construct might be real, the idea of the social construct is a human invention – “nature did not invent it” (Torres-Rangel, 2015).
Using NewHive, student will be asked to express what they perceive to be their race, ethnicity, nationality, complexion, gender, sexual orientation, body type, education level, religion, socioeconomic status/class, ability/disability, culture, language spoke, age group, and family status in an online poster without words. They may also choose to make a video or Photoshop if they desire.
Students will present these posters, or online creations, to the class. The teacher and the classmate will be able to discuss:
- How does this person see themselves?
- Does this person have similar backgrounds? If not, what is different?
- Do the social constructions denote values or morals?
- How can these perceptions affect how the person behaves? Does it change how you behave toward him/her?
- Is it important to know where creations come from? Do we need to know the creator’s background to make a fair assessment of their claim? Is that fair?
Student will learn how to outline an article for important information in class. The class will go over the first section so they realize what is important and how to successfully condense an article.
Article 1: [To be determined] Students will outline entire article and turn it in through Google Docs (after class demonstration).
Students will used this research article [non voting related] and as a class will analyze the topic, author’s claim, the counter arguments, the supporting arguments and its conclusion. Through reader questions, students will record their reactions and analyze how their social constructs affect their reactions toward the scholarly article.
Research Presentation at Library
Research orientation scheduled with Wendolyn at library.
Evaluating useful resources and discarding unneeded resources.
Video Presentation (current presidential elections)
Video 1: John Oliver sketch (Super PACs)
Video 2: PBS NewsHour Report
Video 3: Russian news outlet
Video 4: English news outlet
Video 5: Argentine news outlet
Interface of videos analyzed and discussed for students to start thinking about how design shapes what we see and how we see it.
Take out Instagram, Twitter, Facebook, QQ, email, website, Blackboard.
- How are things structured?
- Does it bother you?
- Have you envisioned this to be another way?
- Can it be analyzed rhetorically?
Names of the remaining candidates will be placed in a bowl and students will randomly choose their candidate. They will design a campaign aimed at youth using the candidate’s personality, policies, current campaign tactics and other factors through any online platform they choose (with teacher approval).
Possible Writing Assignment
Describe your presidential candidate. Evaluation his or her current youth campaign. Compare and contrast your campaign to their current one and explain why it is more effective.