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Title - Title - Do Something about... Voting/Civic Engagement
Lesson 2: Why Is Democracy So Demanding?
By - Do Something, Inc. / www.dosomething.org
Primary Subject - Social Studies
Secondary Subjects - Other
Grade Level - 9-12
Do Something about...
Teen Voting/Civic Engagement
The following lesson is the second lesson of a 10-lesson
Teen Voting/Civic Engagement Unit from Do Something, Inc.
Other lessons in this unit are as follows:
More student teen voting resources can be found at:
www.dosomething.org/causes/teen_voting
For more Service-Learning Curricula check out:
www.dosomething.org/oldpeople/
Lesson 2: Why Is Democracy So Demanding?
Goal:
Students will discuss the role of citizens in a democracy.
Standards:
Civics Standard 20:
- Understands the roles of political parties, campaigns, elections, and associations and groups in American politics
Reading Standard 7:
- Uses reading skills and strategies to understand and interpret a variety of informational texts
Process:
- Warm-up: Explain to students that before 1971, people under 21 were not allowed to vote. The 26th amendment lowered the voting age to under 18. Ask students if they think 18 year olds should be allowed to vote? What about 17 year olds? Why or why not? How does this compare to other age limits that are set by the government?
- Have students look at the following statistics on voter turnout. Are they surprised by the numbers? In 2004, the youth vote surged by 11% points. What do they attribute to this change?
2004: Turnout 55.3%
2000: Turnout: 51%
"In 2004, 47% of 18-24 year old citizens voted, 66% of citizens 25 and older voted." (civicyouth.org)
"Young women voted at higher rates than young men in the 2004 election. 50 percent of 18-24 year old women and 44 percent of young men voted in 2004." ( facts from civic youth.org)
- Discover: Post and discuss the following quote by George Marshall: "Democracy is the most demanding of all forms of government in terms of the energy, imagination and public spirit required of the individual." Explain to students that citizens who are non-participants in democracy are considered 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, for an example, how Australia, which has a 95% voting rate, fines citizens who do not vote. How do students feel about this type of law?
- In groups, have students read the following about the responsibilities of citizenship and the characteristics of a democracy from the websites listed below. Have students summarize the role of a citizen by creating a public service announcement.
http://usinfo.state.gov/products/pubs/principles/citizen.htm
http://usinfo.state.gov/products/pubs/whatsdem/whatdm3.htm
- Take Action: Have students begin to research their topics. What would they like to happen? What are the major issues involved with this topic? Are there any politicians that have shown support for their topic? Has it been debated? What are the different sides?
Other Activities
- Have students reflect on the following statement: "Community action should be mandatory for high school graduation." Do students agree? Why or why not?
- Have students read the following article and discuss the idea of mandatory community action.
http://www.cityyear.org/pressroom/clipp.cfm?Clipp=NDOLHighSchoolService&CatID=5
You can also refer to the following article for analysis of how high school students view community action learning: http://www.civicyouth.org
E-Mail www.dosomething.org!
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