Program Guide: INTERNET VOTING.com: The Possibilities and Perils of Online Elections

Program Provider		Vanderbilt University Virtual School
Contact Information		Jan Zanetis jan.zanetis@vanderbilt.edu 110 21st Ave., Suite 850 Nashville, TN 37203 Phone: (615) 343-8848 Fax: (615) 343-1145
Program Title		INTERNET VOTING.com: The Possibilities and Perils of Online Elections
Target Audience		Education: Grade(s): 6, 7, 8, 9, 10, 11, 12
Primary Disciplines		Community Interests, Social Studies/History
Program Description		Many things in American life have changed such as the way we shop, make our travel plans, and even find a date. In public discourse, the Internet has now become the world?s largest town hall meeting. In this videoconference, students will evaluate the role of voting in democratic societies and the potential, possibilities, and anticipated perils of voting on the Internet. Are we ready to vote online? It could be the key to increasing voter turnout and it would make voting easy and inexpensive. While making it easier for many to vote, will online voting discriminate against many potential voters such as racial minorities and older citizens who may not use or own computers? In case of voting disputes, will there be a ?paper record? of all the online votes? This videoconference will discuss online voting as a method to address declining voter turnouts and lack of confidence in election outcomes while examining the possible perils.
Program Format		The videoconference will be a 20-25 minute presentation and may include visuals or audiovisuals to enhance the presentation. This will be followed by an interactive 10-15 minute question/answer session with students. Suggested discussion may include: 1) Why some people, including 18-30 year olds, might feel "disenfranchised," and not included in the electoral process? 2) Will the current role of the United States in global politics affect voter turnout in this year's election? Why or why not? 3)Will anti-war protests have an impact on the elections? Why or why not?
Objectives		Students will: 1. Reflect on the reasons why people do or do not vote. 2. Examine the reasons to encourage young voters and future voters 3. Create a voters education campaign for 18-30 year olds, with clearly defined goals and philosophies. 4. Produce PR packets to represent voting campaign's mission and philosophy.
Vocabulary Words & Definitions		activist, democracy, initiative, transmissions, audit, analyst, viable, proponent, verify, veto, encryption, confidentiality, fraud,
Participant Preparation		Students should have SOME familiarity with this subject. Teacher should brainstorm with students before the videoconference and ask students to prepare some sample questions to ask presenter during the interactive question/answer session.
Suggestions for Pre Program Activities		Students will respond to the following writing prompts: 1) "Why do you think it is important to vote? 2) What are some reasons people might not vote, or might not want to vote? 3) What are some reasons they DO vote? 4) Do you think each person's vote counts? Why or why not?" Allow students to discuss their responses. Students will research this question: "Which two groups of Americans have the lowest voter turnout?" Allow students to share their findings.
Suggestions for Post Program Activities		Small groups of students will form a "Get Out To Vote" campaign group to be responsible for the following: --A clever, catchy name for a "Get Out To Vote" campaign --A mission statement outlining the goals of the campaign. --A philosophy - Why is it important for 18-30 year olds to understand voting? --A focus-- list 10 important facts about the electoral process and voting for this campaign to convey to educate voters and future voters. Consult government or civics textbooks for information about the United States Constitution, and media sources for current debates and discussions. --A campaign strategy: 1)Which group of 18-30 year olds does the group intend to "target"? Target groups may include pre-voting-age high school kids, college students, and young workers. 2) What means or media should be used to target 18-30 year olds? These may include television and radio ads, print media, Web site, alternative media such as online "zines", canvassing, posters for school or public display, and flyers. --A post-election plan to encourage awareness and interest beyond Election Day.
Supplemental Resources		Resources about voting and the electoral process (including civics and government textbooks, print media sources, and computers with Internet access) New York Times Article:"Demand Grows to Require Paper Trails for Electronic Votes" http://www.nytimes.com/2004/05/23/politics/campaign/23vote.html?ex=1086332101&ei=1&en=4a39d601d896e987
National Standards to which this program aligns		Grades 6-8 Civics Standard 9- Understands the importance of Americans sharing and supporting certain values, beliefs, and principles of American constitutional democracy. Benchmarks: Understands how certain values are fundamental to American public life; Knows that constitutional government is a fundamental principle of American democracy Civics Standard 20- Understands the roles of political parties, campaigns, elections, and associations and groups in American politics. Benchmarks: Understands the role of political parties; Knows the various kinds of elections; Understands the ways in which individuals can participate in political parties, campaigns, and elections Civics Standard 27- Understands how certain character traits enhance citizens' ability to fulfill personal and civic responsibilities. Benchmarks: Understands the importance for individuals and society of commonly held civic responsibilities such as paying taxes, being informed and attentive to public issues, monitoring political leaders and governmental agencies and taking appropriate action if their adherence to constitutional principles is lacking, deciding whether and how to vote, participating in civic groups, performing public service, serving as a juror, and serving in the armed forces; Understands the meaning of civic responsibilities as distinguished from personal responsibilities, and understands contemporary issues that involve civic responsibilities Civics Standard 28- Understands how participation in civic and political life can help citizens attain individual and public goals. Benchmarks: Understands how participation in civic and political life can help bring about the attainment of individual and public goals; Understands the importance of both political and social participation and what distinguishes one from the other and knows opportunities for both political and social participation in the local community; Understands how Americans can use the following means to monitor and influence politics and government at local, state, and national levels: joining political parties, interest groups, and other organizations that attempt to influence public policy and elections, voting, taking part in peaceful demonstrations, circulating and signing petitions; Understands why becoming knowledgeable about public affairs and the values and principles of American constitutional democracy and communicating that knowledge to others is a form a political participation Civics Standard 29- Understands the importance of political leadership, public service, and a knowledgeable citizenry in American constitutional democracy. Benchmarks: Understands the functions of political leadership and why leadership is a vital necessity in a constitutional democracy; Knows personal qualities necessary for political leadership, and understands ethical dilemmas that might confront political leaders; Knows opportunities for political leadership in the student's own school, community, state, and the nation; and understands the importance of individuals working cooperatively with their elected leaders; Understands why becoming knowledgeable about public affairs and the values and principles of American constitutional democracy and communicating that knowledge to others is an important form of participation, and understands the argument that constitutional democracy requires the participation of an attentive, knowledgeable, and competent citizenry Language Arts Standard 7- Demonstrates competence in the general skills and strategies for reading a variety of informational texts. Benchmarks: Applies reading skills and strategies to a variety of informational texts; Knows the defining characteristics of a variety of informational texts; Summarizes and paraphrases complex, explicit hierarchic structures in informational texts; Uses new information to adjust and extend personal knowledge base; Identifies techniques used to convey viewpoint (e.g., word choice, language structure, context); Seeks peer help to understand information; Draws conclusions and makes inferences based on explicit and implicit information in texts; Differentiates between fact and opinion in informational texts Grades 9-12 Civics Standard 9- Understands the importance of Americans sharing and supporting certain values, beliefs, and principles of American constitutional democracy. Benchmarks: Understands how the institutions of government reflect fundamental values and principles; Understands the significance of fundamental values and principles for the individual and society Civics Standard 20- Understands the roles of political parties, campaigns, elections, and associations and groups in American politics. Benchmarks: Knows the origins and development of the two party system in the United States, and understands the role of third parties; Understands how and why American political parties differ from ideological parties in other countries; Understands how political parties are involved in channeling public opinion, allowing people to act jointly, nominating candidates, conducting campaigns, and training future leaders, and understands why political parties in the United States are weaker today than they have been at times in the past; Understands the significance of campaigns and elections in the American political system, and knows current criticisms of campaigns and proposals for their reform Civics Standard 27- Understands how certain character traits enhance citizens' ability to fulfill personal and civic responsibilities. Benchmarks: Understands the importance for individuals and society of fulfilling civic responsibilities such as assuming leadership when appropriate, registering to vote, and voting knowledgeably on candidates and issues; Understands whether and when moral obligations or constitutional principles require one to refuse to assume certain civic responsibilities Civics Standard 28- Understands how participation in civic and political life can help citizens attain individual and public goals. Benchmarks: Understands how individual participation in the political process relates to the realization of the fundamental values of American constitutional democracy; Knows the many ways citizens can participate in the political process at local, state, and national levels, and understands the usefulness of other forms of political participation in influencing public policy; Understands the importance of voting as a form of political participation Civics Standard 29- Understands the importance of political leadership, public service, and a knowledgeable citizenry in American constitutional democracy. Benchmark: Understands why becoming knowledgeable about public affairs and the values and principles of American constitutional democracy, and communicating that knowledge to others are important forms of participation, and understands the argument that constitutional democracy requires the participation of an attentive, knowledgeable, and competent citizenry Language Arts Standard 7- Demonstrates competence in the general skills and strategies for reading a variety of informational texts. Benchmarks: Applies reading skills and strategies to a variety of informational texts; Knows the defining characteristics of a variety of informational texts; Summarizes and paraphrases complex, explicit hierarchic structures in informational texts; Uses new information to adjust and extend personal knowledge base; Identifies techniques used to convey viewpoint (e.g., word choice, language structure, context); Seeks peer help to understand information; Draws conclusions and makes inferences based on explicit and implicit information in texts; Differentiates between fact and opinion in informational texts
Cancellation Policy		The full fee will be charged to sites which cancel with less than 48 hours notice unless there is a school closing due to snow or weather emergencies.
Is video taping allowed?		No
Video Taping Notes		Videotaping is NOT allowed. Streaming Video is available for all Vanderbilt Virtual School Videoconferences.

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