Lesson Summary

This lesson is designed to give teachers ideas on how to integrate civic education and student leadership into the classroom, with a particular focus on the 2004 presidential election. The activities are aimed at helping adult learners to reflect on their needs and how we as a community can become part of the candidates' issues dialogue and encourage our leaders to support adult literacy. Learners will discuss what they think is most needed for adults to continue to improve their literacy, find out what the candidates positions are on the topic, and then submit questions to an online bulletin board. It is hoped that this will be a forum for adult learners that will help politicians see that this group is a constituency with a strong and compelling voice.

Learning Outcomes

After this project learners will:

• develop the skills, knowledge, and confidence needed to engage in community involvement, specifically the presidential campaign
  (see EFF Role Maps)
  
• convey ideas in writing, in particular question formation
  (see EFF Content Standards)
  
• read with understanding (see EFF Content Standards)
  
• enhance computer literacy skills (see EFF Content Standards)
  
• learn through research (see EFF Content Standards)
  

Preparation and Materials

• Teachers should review, with the class, question formation and the use of modals such as "can" and "will."
  
  
• Students need Internet access. It might be helpful for teachers to have sites ready if students are not accustomed to navigating the Internet. Links to some of the major candidates:
  
  
• http://www.georgewbush.com
• http://www.votecobb.org
• http://www.johnkerry.com
• http://www.votenader.org

Warm Up

• Ask students, "What will help you to read and write better?"
  
  
• If the discussion focuses only on the individual obstacles to be overcome, ask how the family, schools, and other institutions in the commnuity can help. You may want to read how teachers helped their students move to viewing their economic difficulties in terms of the overall community by using a strategy from the Right Question Project.
  
  
• Review the presidential election, its process, and the impact it could have on learners and the community. For links to helpful sites, see http://www.nelrc.org/cpcc/elcivics.htm#voting .
  
  
• Discuss with the class the purpose of the lesson to get buy-in.

Activity

1. Brainstorm with the class:
   
   
What can the next President do to help adult learners read and write better?


2. Discuss in small groups what they already know:
   
   
• Ask learners to talk about what information they already know about each candidate.  Do they know how many there are?  How are their names spelled?
  
  
• Ask them to tell you what they think each candidate will say if asked about their ideas on literacy.
  
  
3. Go to the candidates' Web sites to see what information/position they have on literacy, if any.

This may require preparation for reading online and the introduction/review of skills such as skimming and scanning for information. You may want to work together on the first page to orient the less-experienced users to the features of a website and how/where to find information. It is suggested that students work in pairs so that they can assist each other in navigating and work together as they search for information.

Ask students to report the answer the following questions (orally or in writing):


1. Did you find the topic of literacy or adult education on the websites?
   
2. What did each candidate say about adult education?
   
3. Do you think he will support adult education if he is elected?  Why or why not?
   
   
   
4. Ask the candidates questions:


• Have students prepare questions they have for the candidates, focusing in particular on questions related to adult basic education and literacy. Perhaps there was not enough information about adult basic education and literacy on their website. (e.g., What is your opinion about...) If there was, then have them ask related questions (Why do you say...) or those meant to clarify (Do you mean ...).
  
  
• Explain that they will be writing online to add to the list of questions adult learners have for the candidates. Explain that although the candidates may read them, others across the nation will. Although not exactly the same, you may want to talk about the recent impact of Weblogs, such as the one used by Howard Dean and how it affected the race.
  
  
• As a prewriting activity, ask students to talk to the person next to them about the questions they would like to ask the candidates. You may want to read how one teacher helped students form questions in preparation to visit politicians. "Campaigning should always be like this."
  
  
• Review question formation and the use of such modals as will and can. Put an example or model on the board and discuss possible verbs they might use. For example: Will you fund/help/support....
  
  
• Ask learners to write three questions and share them with a partner to get feedback. Walk around to help them to whatever degree you feel is appropriate. These will be public, and they may need to be revised so as to minimize barriers to others comprehension.
  
  
• Go to the following Web site and introduce the class to it, explaining that its purpose is to collect questions to the candidates from around the country.
  Discussion board: Questions for the Candidates
  
  
• Ask students to read some of the questions other adult students have submitted. Encourage them to write a comment in order to help them analyze the underlying meaning and monitor comprehension.
  
  
• Depending on the computer skills of your students, ask them to help each other type their own question to the candidates.
  
  
• After the class has finished, ask students to read each other's entries and write comments.
  

Action Plan and Follow Up

• Have learners participate in a survey of the most important questions the candidates should answer. Go to the survey.  Also see suggestions on how to help students fill it out.
  
  
• Do an extension activity. See Writing our Presidential candidates.
  
  
• Read the Change Agent's Voting in the 2004 Elections.
  (1,300 KB PDF file - could take several minutes to download using a modem).
  
  
• Visit the VALUE Web site and see how adult learners can get involved with its mission to "expand the role of adult learners in adult literacy efforts in the United States."
  

Evaluation

Have each member of the class write on at least one of the following topics:

• Predict who will win the election and why?
  
  
• Who they will vote for and why?
  
  
• How they can participate in the election, such as talking about the needs of adult literacy to friends and family who are registered voters, etc.