Service Learning Project

Title of the project: Voter Registration/Information Guide
Area of service –Civic Responsibility
Grade level/setting – High School
Subject area – Civics/Government
Unit description – a summary of the class service-learning project, its implementation, and goal. –

Before the Unit: Teacher will ensure students have the technology necessary to create material for the Voter Registration drive, including video camera(s), audio recorder(s), and computers and computer programs used to create video/audio.
Teacher should try to find time for their class to present in front of a larger audience. Examples include local TV networks, school assemblies, school news broadcasts, community centers, booths at public gatherings (school, mall, etc.).
Teacher should also make sure that unit fits chronologically with state and local voter registration rules. For example, the Florida Department of Elections (1) requires 29 days before an election for a voter to be registered. This means that this unit should conclude by the first week of October, to ensure all registrations are official before the upcoming election.

Class Period 1: To begin the unit lesson, ask students to write a short paper (approximately 2-3 paragraphs) asking their thoughts and opinions on why they think causes people to vote and whether or not they would vote. Teacher will give approximately 15-20 minutes for writing. Remainder of class period to be spent discussing what students wrote about voting.

Class Period 2: Students will evaluate data on voting behavior over the last 50 years in the United States, including both Presidential and non-Presidential elections. The students will look for trends in the data among a number of different categories, including overall turnout, turnout in Presidential vs. non-Presidential elections, turnout by age groups, turnout by race, turnout by gender, etc. In addition, students will evaluate major changes in the electorate over the last 50 years, including the abolition of poll taxes by the 24th Amendment and the change in voting age from 21 to 18 by the 26th Amendment.

Class Period 3: After evaluating the voting data and discussing their own personal perspectives on voting, students will be informed that their class will be creating a voter registration/information drive. This drive is designed to increase voter turnout and inform voters on the issues.
-Given the emphasis on voter turnout, the unit would be best run early during the fall semester in a Presidential or Congressional election year. However, this unit can be modified to be run during any time of any year.
-During spring of election year, focus on voter registration and primary campaigns
-During other times, focus on voter registration (especially pre-registering students at the high school). But additional focus could be placed on local government functions and local government elections.
-Inform students they will be using technology to create informational videos/podcasts/presentations designed to inform voters or increase voter turnout. Teacher will tell students what resources are available for their use in this project.
-Teacher will allow students to group themselves into 3-4 person groups to create material for this campaign. Allowing students to self-group will hopefully allow students to find groups where they can work well together and groups where they can find a common perspective or issue to embrace.
-If this is done in multiple classrooms at once, their work should be put together into one large voter registration/information drive.
-Give students remainder of class period to discuss possible ideas for their group project. Teacher should go around to each group to help guide students in their selection of issue. Ask groups to submit their issue by the beginning of the class period following the next.

Next Week: Students should be given some time in class to refine their ideas/create content for their submission to the class voter registration/information guide. Teacher can determine whether or not this time is interspersed with lesson content (hopefully about other civic/voting issues) or if the time should be fully devoted to the refining and creation of content.
-By this time, some defined end date should be given to the students, as well as an idea of where they will present their resources.
-This should include:
- Some type of public media presentation (local TV channel broadcasts or school news broadcast) for video clips
-A website where resources can all be viewed/listened to/displayed/downloaded, as well as links to other relevant sites
-A public gathering where non-media resources can be viewed and voter registration information can be dispersed and voters can be registered for the upcoming election
-Remember that, in Florida, voters can pre-register as soon as they turn 16. This is important for helping pre-register students at the high school

Presentation: At the pre-arranged times, students will be asked to present and post their created materials. At this time, they will be assessed by teacher for accuracy of information, individual participation, and appropriateness of the presentation type.

Next Generation Sunshine State Standards (2)
SS.912.C.2.2- Evaluate the importance of political participation and civic participation.
SS.912.C.2.3- Experience the responsibilities of citizens at the local, state, or federal levels.
SS.912.C.2.5- Conduct a service project to further the public good.
SS.912.C.2.8- Analyze the impact of citizen participation as a means of achieving political and social change.
SS.912.C.2.10- Monitor current public issues in Florida.
SS.912.C.2.14- Evaluate the processes and results of an election at the state or federal level.
SS.912.C.2.16- Analyze trends in voter turnout.
LA.1112.5.2.3- The student will use research and visual aids to deliver oral presentations that inform, persuade, or entertain, and evaluates ones own and others oral presentations according to designed rubric criteria
LA.1112.6.4.1- The student will select and use appropriate available technologies (e.g., computer, digital camera) to enhance communication and achieve a purpose (e.g., video, presentations); and
LA.1112.6.4.2- The student will routinely use digital tools for publication, communication and productivity.

NETS
Communication and Collaboration (3)
Students use digital media and environments to communicate and work collaboratively, including at a distance,
to support individual learning and contribute to the learning of others. Students:
a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments
and media.
b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.
c. develop cultural understanding and global awareness by engaging with learners of other cultures.
d. contribute to project teams to produce original works or solve problems.

Technologies Used:
-Some students will use various recording tools (video camera and audio recorders)
-Some students will use appropriate software to create audio/video presentations.
-Includes Windows Movie Maker, iTunes, iMovie, Garage Band, and other common software
-Some students will be use software for graphic design projects
-Those used for posters, digital storytelling, brochures, etc.

Assessment: Students will be assessed on three criteria, all equal in value:
- Individual contributions to group project. Will be determined both by teacher observation of group work and by self-reporting done by group members
-Accuracy of information: Teacher will evaluate the accuracy of information presented by students. Students will be asked to properly cite material used in project for teacher to investigate at this stage of assessment.
-Use of technology: Students will be judged on appropriate use of technology. Also includes consideration for creativity.


1. “Register to Vote - Florida Division of Elections - Department of State,” http://elections.myflorida.com/voter-registration/voter-reg.shtml.
2. “Homepage,” http://www.floridastandards.org/index.aspx
3. “NETS_for_Students_2007_Standards.pdf (application/pdf Object),” http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007_Standards.pdf.