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Voter Suppression Explored","publishDate":1603304911,"format":"video","headTitle":"Is Voting Too Hard in the U.S.? Voter Suppression Explored | KQED","labelTerm":{"term":2813,"site":"education"},"content":"\u003cp>Americans face many obstacles when it comes to voting and it reflects in our voter turnout numbers. The process of getting registered and getting to the polls isn’t the same for everyone and depending on where you are it can make voting really hard and these hurdles can discourage people from voting all together. So…is voting too hard in the U.S?\u003c/p>\n\u003cblockquote>\u003cp>TEACHERS: Get your students in the discussion on KQED Learn, a safe place for middle and high school students to investigate controversial topics and share their voices. \u003ca href=\"https://learn.kqed.org/discussions/81\">Download lesson plan\u003c/a> and get started on KQED Learn.\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>What Are Voter ID Laws?\u003c/strong>\u003c/p>\n\u003cp>The intention of voter ID laws is to make sure a voter is who they say they are and aren’t trying to impersonate someone else or vote multiple times. However, these laws are said to disproportionately affect elderly, minority, and low-income voters. According to the Brennan Center, about 11 percent of U.S. citizens, or roughly 21 million citizens, don’t have government-issued photo ID. A total of 36 states have laws requesting or requiring voters to show some form of identification at the polls, 35 of which are in force in 2020. The remaining 14 states use other methods to verify the identity of voters but the list of acceptable IDs varies substantially from state to state.\u003c/p>\n\u003cp>\u003cstrong>What Are Poll Closures?\u003c/strong>\u003c/p>\n\u003cp>If you’ve seen long lines outside of polling places, those may be caused by poll closures. This has been an increasing issue since the 2013 Supreme Court decision Shelby County v. Holder which removed provisions to the Voters Rights Act that required states and cities with a history of discriminatory practices to get approval from the federal government before making changes to voting laws and since the decision nearly 1700 polling places have closed across 13 states.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>What Are Voter Purges?\u003c/strong>\u003c/p>\n\u003cp>Voter purges are the act of removing ineligible voter registrations from the rolls, it’s meant to clean up the voter list. This happens when elected officials do “maintenance” and remove names because they moved, passed away, or didn’t vote in a certain number of prior elections. However, what happens when these purges get rid of hundreds of thousands of eligible voters by deleting or removing incorrectly without notice?\u003c/p>\n\u003cp>\u003cstrong>SOURCES \u003c/strong>\u003c/p>\n\u003cp>“\u003ca href=\"https://www.pewresearch.org/fact-tank/2018/05/21/u-s-voter-turnout-trails-most-developed-countries/\">U.S. trails most developed countries in voter turnout\u003c/a>” (Pew Research)\u003c/p>\n\u003cp>“\u003ca href=\"https://www.aclu.org/news/civil-liberties/block-the-vote-voter-suppression-in-2020/\">Block the Vote: Voter Suppression in 2020\u003c/a>” (ACLU)\u003c/p>\n\u003cp>“\u003ca href=\"https://www.heritage.org/voterfraud\">A Sampling of Recent Voter Fraud Cases Across the U.S.\u003c/a>” (Heritage Foundation\u003c/p>\n\u003cp>“\u003ca href=\"https://www.brennancenter.org/our-work/research-reports/truth-about-voter-fraud\">The Truth About Voter Fraud\u003c/a>” (Brennan Center for Justice)\u003c/p>\n\u003cp>“\u003ca href=\"https://www.theatlantic.com/politics/archive/2018/07/poll-prri-voter-suppression/565355/\">Voter Suppression Is Warping Democracy\u003c/a>” (The Atlantic)\u003c/p>\n\u003cp>“‘\u003ca href=\"https://www.nytimes.com/2018/11/03/us/politics/voting-suppression-elections.html%20https://www.heritage.org/voterfraud\">They Don’t Really Want Us to Vote’: How Republicans Made It Harder\u003c/a>” (The New York Times)\u003c/p>\n\u003cp>“\u003ca href=\"https://civilrights.org/democracy-diverted/\">Democracy Diverted: Polling Place Closures and the Right to Vote\u003c/a>” (The Leadership Conference on Civil & Human Rights)\u003c/p>\n\u003cp>“2\u003ca href=\"http://www.electproject.org/2016g\">016 November General Election Turnout Rates\u003c/a>” (United States Elections Project)\u003c/p>\n\u003cp>“\u003ca href=\"https://www.theatlantic.com/politics/archive/2017/02/how-voter-id-laws-discriminate-study/517218/\">How Voter ID Laws Discriminate\u003c/a>” (The Atlantic)\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"Myles Bess investigates the voting process in the U.S. and how it compares to other countries. ","status":"publish","parent":0,"modified":1704760440,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":20,"wordCount":516},"headData":{"title":"Is Voting Too Hard in the U.S.? 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So…is voting too hard in the U.S?\u003c/p>\n\u003cblockquote>\u003cp>TEACHERS: Get your students in the discussion on KQED Learn, a safe place for middle and high school students to investigate controversial topics and share their voices. \u003ca href=\"https://learn.kqed.org/discussions/81\">Download lesson plan\u003c/a> and get started on KQED Learn.\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>What Are Voter ID Laws?\u003c/strong>\u003c/p>\n\u003cp>The intention of voter ID laws is to make sure a voter is who they say they are and aren’t trying to impersonate someone else or vote multiple times. However, these laws are said to disproportionately affect elderly, minority, and low-income voters. According to the Brennan Center, about 11 percent of U.S. citizens, or roughly 21 million citizens, don’t have government-issued photo ID. A total of 36 states have laws requesting or requiring voters to show some form of identification at the polls, 35 of which are in force in 2020. The remaining 14 states use other methods to verify the identity of voters but the list of acceptable IDs varies substantially from state to state.\u003c/p>\n\u003cp>\u003cstrong>What Are Poll Closures?\u003c/strong>\u003c/p>\n\u003cp>If you’ve seen long lines outside of polling places, those may be caused by poll closures. This has been an increasing issue since the 2013 Supreme Court decision Shelby County v. Holder which removed provisions to the Voters Rights Act that required states and cities with a history of discriminatory practices to get approval from the federal government before making changes to voting laws and since the decision nearly 1700 polling places have closed across 13 states.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>What Are Voter Purges?\u003c/strong>\u003c/p>\n\u003cp>Voter purges are the act of removing ineligible voter registrations from the rolls, it’s meant to clean up the voter list. This happens when elected officials do “maintenance” and remove names because they moved, passed away, or didn’t vote in a certain number of prior elections. However, what happens when these purges get rid of hundreds of thousands of eligible voters by deleting or removing incorrectly without notice?\u003c/p>\n\u003cp>\u003cstrong>SOURCES \u003c/strong>\u003c/p>\n\u003cp>“\u003ca href=\"https://www.pewresearch.org/fact-tank/2018/05/21/u-s-voter-turnout-trails-most-developed-countries/\">U.S. trails most developed countries in voter turnout\u003c/a>” (Pew Research)\u003c/p>\n\u003cp>“\u003ca href=\"https://www.aclu.org/news/civil-liberties/block-the-vote-voter-suppression-in-2020/\">Block the Vote: Voter Suppression in 2020\u003c/a>” (ACLU)\u003c/p>\n\u003cp>“\u003ca href=\"https://www.heritage.org/voterfraud\">A Sampling of Recent Voter Fraud Cases Across the U.S.\u003c/a>” (Heritage Foundation\u003c/p>\n\u003cp>“\u003ca href=\"https://www.brennancenter.org/our-work/research-reports/truth-about-voter-fraud\">The Truth About Voter Fraud\u003c/a>” (Brennan Center for Justice)\u003c/p>\n\u003cp>“\u003ca href=\"https://www.theatlantic.com/politics/archive/2018/07/poll-prri-voter-suppression/565355/\">Voter Suppression Is Warping Democracy\u003c/a>” (The Atlantic)\u003c/p>\n\u003cp>“‘\u003ca href=\"https://www.nytimes.com/2018/11/03/us/politics/voting-suppression-elections.html%20https://www.heritage.org/voterfraud\">They Don’t Really Want Us to Vote’: How Republicans Made It Harder\u003c/a>” (The New York Times)\u003c/p>\n\u003cp>“\u003ca href=\"https://civilrights.org/democracy-diverted/\">Democracy Diverted: Polling Place Closures and the Right to Vote\u003c/a>” (The Leadership Conference on Civil & Human Rights)\u003c/p>\n\u003cp>“2\u003ca href=\"http://www.electproject.org/2016g\">016 November General Election Turnout Rates\u003c/a>” (United States Elections Project)\u003c/p>\n\u003cp>“\u003ca href=\"https://www.theatlantic.com/politics/archive/2017/02/how-voter-id-laws-discriminate-study/517218/\">How Voter ID Laws Discriminate\u003c/a>” (The Atlantic)\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/education/534555/is-voting-too-hard-in-the-u-s-voter-suppression-explored","authors":["11704"],"categories":["education_1"],"tags":["education_2852","education_276","education_3367","education_1201"],"collections":["education_2813"],"featImg":"education_534562","label":"education_2813"},"education_532852":{"type":"posts","id":"education_532852","meta":{"index":"posts_1591205157","site":"education","id":"532852","score":null,"sort":[1573175934000]},"guestAuthors":[],"slug":"is-the-electoral-college-good-or-bad-for-democracy","title":"Is the Electoral College Good or Bad for Democracy?","publishDate":1573175934,"format":"video","headTitle":"Is the Electoral College Good or Bad for Democracy? | KQED","labelTerm":{"term":2813,"site":"education"},"content":"\u003cp>There have been five times in U.S. history where the person who became president lost the popular vote, but won the electoral vote. And two of those times were just in the last 20 years. This past electoral season, there has been a lot of chatter about the value of the Electoral College with critics asking: is it time to get rid of the this institution?\u003c/p>\n\u003cblockquote>\u003cp>TEACHERS: Guide your students to practice civil discourse about current topics and get practice writing CER (claim, evidence, reasoning) responses. \u003ca href=\"https://ca.pbslearningmedia.org/resource/is-the-electoral-college-killing-democracy-video/above-the-noise/\">Explore lesson supports.\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>What is the Electoral College?\u003c/strong>\u003cbr>\nThe Electoral College is the process we use to vote for our president here in America. When you go and cast your vote, you’re not really voting for the president, you’re actually voting for electors, who then go and vote for the president. There are a total of 538 electors. Each state (and the District of Columbia) gets at least three, and then the rest are based on the state’s population size, which is determined every 10 years by the U.S. census. In most states, it’s winner takes all. This means that the party that wins the state’s popular vote sends all of their electors to cast votes to elect the president. But there are two states, Nebraska and Maine, that divide up their electoral votes based on who won the popular vote in each congressional district.\u003c/p>\n\u003cp>\u003cstrong>Why does the U.S. have an Electoral College?\u003c/strong>\u003cbr>\nBack in 1787, the founding fathers met in Philadelphia at the constitutional convention to figure out the major laws for how the U.S. government was going to run. Out of that came the U.S. Constitution. One of the most hotly contested topics was how we elect our president. On the one hand you had the Federalists, who thought Congress should elect the president, and on the other you had those who thought the president should be elected by popular vote. But both were a little problematic. If Congress elected the president then Congress would have way too much power and be vulnerable to corruption. But if it was left up to purely the popular vote, there were fears about what would happen, considering there were a lot of people who couldn’t read or write and were uneducated. Their big compromise? The Electoral College.\u003c/p>\n\u003cp>\u003cstrong>Arguments for getting rid of the Electoral College\u003c/strong>\u003cbr>\nMany critics argue that the electoral college is outdated and doesn’t accurately represent the voice of the people. It’s the reason why people say votes in more populated states count less. People also argue that the Electoral College gives way too much power to people who live in swing states, and that the Electoral College makes it harder for third party candidates to win a presidential election.\u003c/p>\n\u003cp>\u003cstrong>Arguments for keeping the Electoral College\u003c/strong>\u003cbr>\nSupporters of this institution say that it is a fundamental part of America’s checks and balances on government power. They often say that the Electoral College is key to federalist philosophy — which divides power between the federal and state governments and helps avoid an overly strong central government. They also argue that this is the best way to ensure that politicians pay attention to the needs of people living in smaller, more rural states instead of only the most populated cities.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>SELECTED SOURCES:\u003c/strong>\u003cbr>\nWhat is the electoral college? (National Archives and Records Administration)\u003cbr>\n\u003ca href=\"https://www.archives.gov/federal-register/electoral-college/about.html\">https://www.archives.gov/federal-register/electoral-college/about.html\u003c/a>\u003c/p>\n\u003cp>Why was the electoral college created? (History.com)\u003cbr>\n\u003ca href=\"https://www.history.com/news/electoral-college-founding-fathers-constitutional-convention\">https://www.history.com/news/electoral-college-founding-fathers-constitutional-convention\u003c/a>\u003c/p>\n\u003cp>The Electoral College Top 3 Pro and Cons (ProCon.org)\u003cbr>\n\u003ca href=\"https://www.procon.org/headline.php?headlineID=005330\">https://www.procon.org/headline.php?headlineID=005330\u003c/a>\u003c/p>\n\u003cp>Opinion: Getting Rid of the Electoral College Isn’t Just About Trump (New York Times) \u003ca href=\"https://www.nytimes.com/2019/03/21/opinion/electoral-college-warren-trump.html?module=inline\">https://www.nytimes.com/2019/03/21/opinion/electoral-college-warren-trump.html?module=inline\u003c/a>\u003c/p>\n\u003cp>Opinion: A Case for the Electoral College (New York Times)\u003cbr>\n\u003ca href=\"https://www.nytimes.com/2019/03/23/opinion/electoral-college.html?module=inline\">https://www.nytimes.com/2019/03/23/opinion/electoral-college.html?module=inline\u003c/a>\u003c/p>\n\u003cp>America Isn’t Really Set Up For Third-Party Presidential Bids (FiveThirtyEight) \u003ca href=\"https://fivethirtyeight.com/features/america-isnt-really-set-up-for-third-party-presidential-bids/\">https://fivethirtyeight.com/features/america-isnt-really-set-up-for-third-party-presidential-bids/\u003c/a>\u003c/p>\n\u003cp>If Electoral Votes Were Weighted by State Population Alone: Trump 303, Clinton 235 (270towin)\u003cbr>\n\u003ca href=\"https://www.270towin.com/news/2017/01/24/if-electoral-votes-were-weighted-by-state-population-alone-trump-303-clinton-235_442.html#.XZudTudKgUF\">https://www.270towin.com/news/2017/01/24/if-electoral-votes-were-weighted-by-state-population-alone-trump-303-clinton-235_442.html#.XZudTudKgUF\u003c/a>\u003c/p>\n\u003cp>Agreement Among the States to Elect the President by National Popular Vote (National Popular Vote)\u003cbr>\n\u003ca href=\"https://www.nationalpopularvote.com/written-explanation\">https://www.nationalpopularvote.com/written-explanation\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Fuzzy Math: Wrong Way Reforms for Allocating Electoral Votes (FairVote) \u003ca href=\"https://www.fairvote.org/fuzzy-math\">https://www.fairvote.org/fuzzy-math\u003c/a>\u003c/p>\n\n","blocks":[],"excerpt":"With a new presidential election coming up, there’s lots of chatter about the value of the electoral college. What are the arguments on both sides?","status":"publish","parent":0,"modified":1704760725,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":17,"wordCount":786},"headData":{"title":"Is the Electoral College Good or Bad for Democracy? | KQED","description":"With a new presidential election coming up, there’s lots of chatter about the value of the electoral college. What are the arguments on both sides?","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"videoEmbed":"https://youtu.be/8eVnaTYfROU","sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/education/532852/is-the-electoral-college-good-or-bad-for-democracy","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>There have been five times in U.S. history where the person who became president lost the popular vote, but won the electoral vote. And two of those times were just in the last 20 years. This past electoral season, there has been a lot of chatter about the value of the Electoral College with critics asking: is it time to get rid of the this institution?\u003c/p>\n\u003cblockquote>\u003cp>TEACHERS: Guide your students to practice civil discourse about current topics and get practice writing CER (claim, evidence, reasoning) responses. \u003ca href=\"https://ca.pbslearningmedia.org/resource/is-the-electoral-college-killing-democracy-video/above-the-noise/\">Explore lesson supports.\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>What is the Electoral College?\u003c/strong>\u003cbr>\nThe Electoral College is the process we use to vote for our president here in America. When you go and cast your vote, you’re not really voting for the president, you’re actually voting for electors, who then go and vote for the president. There are a total of 538 electors. Each state (and the District of Columbia) gets at least three, and then the rest are based on the state’s population size, which is determined every 10 years by the U.S. census. In most states, it’s winner takes all. This means that the party that wins the state’s popular vote sends all of their electors to cast votes to elect the president. But there are two states, Nebraska and Maine, that divide up their electoral votes based on who won the popular vote in each congressional district.\u003c/p>\n\u003cp>\u003cstrong>Why does the U.S. have an Electoral College?\u003c/strong>\u003cbr>\nBack in 1787, the founding fathers met in Philadelphia at the constitutional convention to figure out the major laws for how the U.S. government was going to run. Out of that came the U.S. Constitution. One of the most hotly contested topics was how we elect our president. On the one hand you had the Federalists, who thought Congress should elect the president, and on the other you had those who thought the president should be elected by popular vote. But both were a little problematic. If Congress elected the president then Congress would have way too much power and be vulnerable to corruption. But if it was left up to purely the popular vote, there were fears about what would happen, considering there were a lot of people who couldn’t read or write and were uneducated. Their big compromise? The Electoral College.\u003c/p>\n\u003cp>\u003cstrong>Arguments for getting rid of the Electoral College\u003c/strong>\u003cbr>\nMany critics argue that the electoral college is outdated and doesn’t accurately represent the voice of the people. It’s the reason why people say votes in more populated states count less. People also argue that the Electoral College gives way too much power to people who live in swing states, and that the Electoral College makes it harder for third party candidates to win a presidential election.\u003c/p>\n\u003cp>\u003cstrong>Arguments for keeping the Electoral College\u003c/strong>\u003cbr>\nSupporters of this institution say that it is a fundamental part of America’s checks and balances on government power. They often say that the Electoral College is key to federalist philosophy — which divides power between the federal and state governments and helps avoid an overly strong central government. They also argue that this is the best way to ensure that politicians pay attention to the needs of people living in smaller, more rural states instead of only the most populated cities.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>SELECTED SOURCES:\u003c/strong>\u003cbr>\nWhat is the electoral college? (National Archives and Records Administration)\u003cbr>\n\u003ca href=\"https://www.archives.gov/federal-register/electoral-college/about.html\">https://www.archives.gov/federal-register/electoral-college/about.html\u003c/a>\u003c/p>\n\u003cp>Why was the electoral college created? (History.com)\u003cbr>\n\u003ca href=\"https://www.history.com/news/electoral-college-founding-fathers-constitutional-convention\">https://www.history.com/news/electoral-college-founding-fathers-constitutional-convention\u003c/a>\u003c/p>\n\u003cp>The Electoral College Top 3 Pro and Cons (ProCon.org)\u003cbr>\n\u003ca href=\"https://www.procon.org/headline.php?headlineID=005330\">https://www.procon.org/headline.php?headlineID=005330\u003c/a>\u003c/p>\n\u003cp>Opinion: Getting Rid of the Electoral College Isn’t Just About Trump (New York Times) \u003ca href=\"https://www.nytimes.com/2019/03/21/opinion/electoral-college-warren-trump.html?module=inline\">https://www.nytimes.com/2019/03/21/opinion/electoral-college-warren-trump.html?module=inline\u003c/a>\u003c/p>\n\u003cp>Opinion: A Case for the Electoral College (New York Times)\u003cbr>\n\u003ca href=\"https://www.nytimes.com/2019/03/23/opinion/electoral-college.html?module=inline\">https://www.nytimes.com/2019/03/23/opinion/electoral-college.html?module=inline\u003c/a>\u003c/p>\n\u003cp>America Isn’t Really Set Up For Third-Party Presidential Bids (FiveThirtyEight) \u003ca href=\"https://fivethirtyeight.com/features/america-isnt-really-set-up-for-third-party-presidential-bids/\">https://fivethirtyeight.com/features/america-isnt-really-set-up-for-third-party-presidential-bids/\u003c/a>\u003c/p>\n\u003cp>If Electoral Votes Were Weighted by State Population Alone: Trump 303, Clinton 235 (270towin)\u003cbr>\n\u003ca href=\"https://www.270towin.com/news/2017/01/24/if-electoral-votes-were-weighted-by-state-population-alone-trump-303-clinton-235_442.html#.XZudTudKgUF\">https://www.270towin.com/news/2017/01/24/if-electoral-votes-were-weighted-by-state-population-alone-trump-303-clinton-235_442.html#.XZudTudKgUF\u003c/a>\u003c/p>\n\u003cp>Agreement Among the States to Elect the President by National Popular Vote (National Popular Vote)\u003cbr>\n\u003ca href=\"https://www.nationalpopularvote.com/written-explanation\">https://www.nationalpopularvote.com/written-explanation\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Fuzzy Math: Wrong Way Reforms for Allocating Electoral Votes (FairVote) \u003ca href=\"https://www.fairvote.org/fuzzy-math\">https://www.fairvote.org/fuzzy-math\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/education/532852/is-the-electoral-college-good-or-bad-for-democracy","authors":["6544"],"categories":["education_1"],"tags":["education_2852","education_276","education_666","education_2889","education_865","education_2908","education_1201"],"collections":["education_2813"],"featImg":"education_532854","label":"education_2813"},"education_531208":{"type":"posts","id":"education_531208","meta":{"index":"posts_1591205157","site":"education","id":"531208","score":null,"sort":[1549655063000]},"guestAuthors":[],"slug":"should-16-year-olds-be-allowed-to-vote-2","title":"Should 16-Year Olds Be Allowed to Vote?","publishDate":1549655063,"format":"video","headTitle":"Should 16-Year Olds Be Allowed to Vote? | KQED","labelTerm":{"term":2813,"site":"education"},"content":"\u003cp>When you turn 18, our society generally considers you an adult. You can join the military. You’re eligible for jury duty. And, of course, you gain the right to vote. However, you can get a job, pay taxes, and even be tried as an adult for some crimes at 16. Clearly, laws have an impact on nearly everyone well before they can cast their vote. Maybe we need to rethink the voting age. Should 16-year-olds be allowed to vote?\u003c/p>\n\u003cblockquote>\u003cp>\u003cstrong>FOR EDUCATORS\u003c/strong>\u003cbr>\nWant your students to discuss this Above the Noise episode with peers from around the country? Get your students in the discussion on KQED Learn, a safe place for middle and high school students to investigate controversial topics and share their voices.\u003ca href=\"https://learn.kqed.org/discussions/20?utm_source=kqed-edu&utm_medium=blog&utm_campaign=atn\"> Click to see this video and lesson plan on KQED Learn\u003c/a>.\u003c/p>\u003c/blockquote>\n\u003cp>OK, so voting may not SEEM like a big deal, especially since there’s a ton of eligible voters out there that don’t vote.\u003c/p>\n\u003cp>But it’s kinda awesome that in America, voting is a right. I mean, 40% of the world doesn’t even have the option to vote, which means they don’t get a say in their government. HOWEVER, the laws governing who can vote and who can’t have evolved over time. Regarding voting age, Some critics say that 16-year-olds aren’t mature enough or have enough life experience to cast an informed vote. Others argue that 16 year-olds should have a stake in laws that affect them.\u003c/p>\n\u003cp>\u003cstrong>Can you vote anywhere if you’re under 18? \u003c/strong>\u003c/p>\n\u003cp>In some other countries, voting under the age of 18 isn’t controversial. Argentina, Austria, Brazil, Cuba, Ecuador and Nicaragua all allow voting at 16. And, 3 cities in the U.S. allow 16 and 17 year-olds to vote in local elections.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>What’s a major argument why 16-year-olds SHOULDN’T be allowed to vote? \u003c/strong>\u003c/p>\n\u003cp>Some critics say that 16 year-olds aren’t mature enough or have enough life experience. After all, most are high schoolers, legally required to attend school and generally dependent on their family for food, clothing, and shelter.\u003c/p>\n\u003cp>\u003cstrong>What’s a major argument why 16-year-olds SHOULD be allowed to vote? \u003c/strong>\u003c/p>\n\u003cp>Many argue that 16-year-olds should have a stake in laws that affect them. They go to school, so why not let them vote on school policy? A lot of them also have jobs where they’re taxed on their earnings without having any voting power to affect change in their government.\u003c/p>\n\u003cp>\u003cstrong>SOURCES:\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://www.pbs.org/newshour/politics/should-16-year-olds-be-allowed-to-vote\">Should 16-year-olds be allowed to vote?\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.vox.com/policy-and-politics/2016/11/7/13347080/voting-age-election-16\">The case for allowing 16-year-olds to vote\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.washingtonpost.com/news/monkey-cage/wp/2018/02/28/the-surprising-consequence-of-lowering-the-voting-age/?utm_term=.30c160da9e76\">The surprising consequence of lowering the voting age\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://www.pewresearch.org/fact-tank/2017/12/06/despite-concerns-about-global-democracy-nearly-six-in-ten-countries-are-now-democratic/\">Nearly six-in-ten countries are now democratic\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://civicyouth.org/young-people-dramatically-increase-their-turnout-31-percent-shape-2018-midterm-elections/\">Young People Dramatically Increase their Turnout to 31%, Shape 2018 Midterm Elections\u003c/a>\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1704760905,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":491},"headData":{"title":"Should 16-Year Olds Be Allowed to Vote? | KQED","description":"When you turn 18, our society generally considers you an adult. You can join the military. You’re eligible for jury duty. And, of course, you gain the right to vote. However, you can get a job, pay taxes, and even be tried as an adult for some crimes at 16. Clearly, laws have an impact","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"videoEmbed":"https://youtu.be/UcgvOjJSzWE","sticky":false,"path":"/education/531208/should-16-year-olds-be-allowed-to-vote-2","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>When you turn 18, our society generally considers you an adult. You can join the military. You’re eligible for jury duty. And, of course, you gain the right to vote. However, you can get a job, pay taxes, and even be tried as an adult for some crimes at 16. Clearly, laws have an impact on nearly everyone well before they can cast their vote. Maybe we need to rethink the voting age. Should 16-year-olds be allowed to vote?\u003c/p>\n\u003cblockquote>\u003cp>\u003cstrong>FOR EDUCATORS\u003c/strong>\u003cbr>\nWant your students to discuss this Above the Noise episode with peers from around the country? Get your students in the discussion on KQED Learn, a safe place for middle and high school students to investigate controversial topics and share their voices.\u003ca href=\"https://learn.kqed.org/discussions/20?utm_source=kqed-edu&utm_medium=blog&utm_campaign=atn\"> Click to see this video and lesson plan on KQED Learn\u003c/a>.\u003c/p>\u003c/blockquote>\n\u003cp>OK, so voting may not SEEM like a big deal, especially since there’s a ton of eligible voters out there that don’t vote.\u003c/p>\n\u003cp>But it’s kinda awesome that in America, voting is a right. I mean, 40% of the world doesn’t even have the option to vote, which means they don’t get a say in their government. HOWEVER, the laws governing who can vote and who can’t have evolved over time. Regarding voting age, Some critics say that 16-year-olds aren’t mature enough or have enough life experience to cast an informed vote. Others argue that 16 year-olds should have a stake in laws that affect them.\u003c/p>\n\u003cp>\u003cstrong>Can you vote anywhere if you’re under 18? \u003c/strong>\u003c/p>\n\u003cp>In some other countries, voting under the age of 18 isn’t controversial. Argentina, Austria, Brazil, Cuba, Ecuador and Nicaragua all allow voting at 16. And, 3 cities in the U.S. allow 16 and 17 year-olds to vote in local elections.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>What’s a major argument why 16-year-olds SHOULDN’T be allowed to vote? \u003c/strong>\u003c/p>\n\u003cp>Some critics say that 16 year-olds aren’t mature enough or have enough life experience. After all, most are high schoolers, legally required to attend school and generally dependent on their family for food, clothing, and shelter.\u003c/p>\n\u003cp>\u003cstrong>What’s a major argument why 16-year-olds SHOULD be allowed to vote? \u003c/strong>\u003c/p>\n\u003cp>Many argue that 16-year-olds should have a stake in laws that affect them. They go to school, so why not let them vote on school policy? A lot of them also have jobs where they’re taxed on their earnings without having any voting power to affect change in their government.\u003c/p>\n\u003cp>\u003cstrong>SOURCES:\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://www.pbs.org/newshour/politics/should-16-year-olds-be-allowed-to-vote\">Should 16-year-olds be allowed to vote?\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.vox.com/policy-and-politics/2016/11/7/13347080/voting-age-election-16\">The case for allowing 16-year-olds to vote\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.washingtonpost.com/news/monkey-cage/wp/2018/02/28/the-surprising-consequence-of-lowering-the-voting-age/?utm_term=.30c160da9e76\">The surprising consequence of lowering the voting age\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://www.pewresearch.org/fact-tank/2017/12/06/despite-concerns-about-global-democracy-nearly-six-in-ten-countries-are-now-democratic/\">Nearly six-in-ten countries are now democratic\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://civicyouth.org/young-people-dramatically-increase-their-turnout-31-percent-shape-2018-midterm-elections/\">Young People Dramatically Increase their Turnout to 31%, Shape 2018 Midterm Elections\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/education/531208/should-16-year-olds-be-allowed-to-vote-2","authors":["9619"],"categories":["education_1"],"tags":["education_2852","education_3367","education_666","education_865","education_893","education_1201"],"collections":["education_2813"],"featImg":"education_531210","label":"education_2813"},"education_530957":{"type":"posts","id":"education_530957","meta":{"index":"posts_1591205157","site":"education","id":"530957","score":null,"sort":[1542390808000]},"guestAuthors":[],"slug":"how-can-we-get-more-young-people-to-vote","title":"How Can We Get More Young People to Vote?","publishDate":1542390808,"format":"video","headTitle":"How Can We Get More Young People to Vote? | KQED","labelTerm":{"term":2813,"site":"education"},"content":"\u003cp>Voting is a really important part of the democratic process. We all know this, but in reality, many people don’t vote. That is especially true for younger generations who have historically had very low voter turnout rates in the U.S. This is kind of a big deal because younger people have a lot at stake in most elections. By 2020, there will be an estimated 22 million teens who are eligible to vote in their first elections, making it so that people under the age of 29 will represent the largest voting bloc in America. So, why don’t young people vote as much as older people?\u003c/p>\n\u003cp>There are many reasons young people don’t vote, but that doesn’t mean they aren’t politically active in other ways. Young people are engaging with the political process by protesting, boycotting, and posting to social media. While these actions are all great, the question still stands as to why young people are willing to take certain actions but not necessarily head to the polls.\u003c/p>\n\u003cblockquote>\u003cp>\u003cstrong>FOR EDUCATORS\u003c/strong>\u003cbr>\nWant to your students to discuss this Above the Noise episode with peers from around the country? Sign up for KQED Learn (\u003ca href=\"https://learn.kqed.org/\">https://learn.kqed.org/\u003c/a>) and join the conversation (\u003ca href=\"https://learn.kqed.org/topics\">https://learn.kqed.org/topics\u003c/a>)!\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>Are millennials the first young generation have low voter turnout?\u003c/strong>\u003c/p>\n\u003cp>No, far from it! Younger generations have always had low voter turnout rates. When the baby boomers were in their 20s, they also didn’t vote at the rates they do today. Some headlines will suggest that low voter turnout among millennials and generation z is a new thing, but this is definitely not the case.\u003c/p>\n\u003cp>\u003cstrong>What keeps young people from voting?\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>This is a complicated question with many answers that are all related to each other (watch the video to find out!), but the simple answer is that campaigns tend not to focus on issues that affect younger people because they don’t think they will vote. This, in turn, gives younger people less incentive to actually vote. It’s a bit of a self-fulfilling prophecy.\u003c/p>\n\u003cp>\u003cstrong>Where can someone register to vote?\u003c/strong>\u003c/p>\n\u003cp>It’s easy! You can go \u003ca href=\"https://vote.gov/\">here\u003c/a>: https://vote.gov/\u003c/p>\n\u003cp>\u003cstrong>FOR EDUCATORS\u003c/strong>\u003c/p>\n\u003cp>Want to your students to discuss this Above the Noise episode with peers from around the country? Sign up for KQED Learn (\u003ca href=\"https://learn.kqed.org/\">https://learn.kqed.org/\u003c/a>) and join the conversation (\u003ca href=\"https://learn.kqed.org/topics\">https://learn.kqed.org/topics\u003c/a>)!\u003c/p>\n\u003cp>\u003cstrong>SOURCES:\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://www.economist.com/the-economist-explains/2014/10/29/why-young-people-dont-vote\">Why young people don’t vote\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.census.gov/newsroom/blogs/random-samplings/2017/05/voting_in_america.html\">Voting in America: A Look at the 2016 Presidential Election\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.heri.ucla.edu/monographs/TheAmericanFreshman2015.pdf\">The American Freshman: National Norms 2015\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://iop.harvard.edu/spring-2018-poll\">Institute of Politics Spring 2018 Youth Poll\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.census.gov/prod/2014pubs/p20-573.pdf\">Young-Adult Voting: An Analysis of Presidential Elections, 1964–2012\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.americanprogress.org/issues/education-k-12/reports/2018/02/21/446857/state-civics-education/\">The State of Civics Education\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://www.pewresearch.org/fact-tank/2018/04/03/millennials-approach-baby-boomers-as-largest-generation-in-u-s-electorate/\">Millennials approach Baby Boomers as America’s largest generation in the electorate\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://medium.com/s/youthnow/ruined-entire-generation-of-young-voters-gen-z-politics-democracy-140d9ead1fa2\">The Most Powerful New Voting Bloc in America Doesn’t Vote\u003c/a>\u003c/p>\n\n","blocks":[],"excerpt":"Voting is a really important part of the democratic process. We all know this, but in reality, many people don’t vote. That is especially true for younger generations. Why don’t young people vote as much as older people?","status":"publish","parent":0,"modified":1704760963,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":22,"wordCount":486},"headData":{"title":"How Can We Get More Young People to Vote? | KQED","description":"Voting is a really important part of the democratic process. We all know this, but in reality, many people don’t vote. That is especially true for younger generations. Why don’t young people vote as much as older people?","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"videoEmbed":"https://www.youtube.com/watch?v=p25BMBVGd0E&feature=youtu.be","sticky":false,"path":"/education/530957/how-can-we-get-more-young-people-to-vote","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Voting is a really important part of the democratic process. We all know this, but in reality, many people don’t vote. That is especially true for younger generations who have historically had very low voter turnout rates in the U.S. This is kind of a big deal because younger people have a lot at stake in most elections. By 2020, there will be an estimated 22 million teens who are eligible to vote in their first elections, making it so that people under the age of 29 will represent the largest voting bloc in America. So, why don’t young people vote as much as older people?\u003c/p>\n\u003cp>There are many reasons young people don’t vote, but that doesn’t mean they aren’t politically active in other ways. Young people are engaging with the political process by protesting, boycotting, and posting to social media. While these actions are all great, the question still stands as to why young people are willing to take certain actions but not necessarily head to the polls.\u003c/p>\n\u003cblockquote>\u003cp>\u003cstrong>FOR EDUCATORS\u003c/strong>\u003cbr>\nWant to your students to discuss this Above the Noise episode with peers from around the country? Sign up for KQED Learn (\u003ca href=\"https://learn.kqed.org/\">https://learn.kqed.org/\u003c/a>) and join the conversation (\u003ca href=\"https://learn.kqed.org/topics\">https://learn.kqed.org/topics\u003c/a>)!\u003c/p>\u003c/blockquote>\n\u003cp>\u003cstrong>Are millennials the first young generation have low voter turnout?\u003c/strong>\u003c/p>\n\u003cp>No, far from it! Younger generations have always had low voter turnout rates. When the baby boomers were in their 20s, they also didn’t vote at the rates they do today. Some headlines will suggest that low voter turnout among millennials and generation z is a new thing, but this is definitely not the case.\u003c/p>\n\u003cp>\u003cstrong>What keeps young people from voting?\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>This is a complicated question with many answers that are all related to each other (watch the video to find out!), but the simple answer is that campaigns tend not to focus on issues that affect younger people because they don’t think they will vote. This, in turn, gives younger people less incentive to actually vote. It’s a bit of a self-fulfilling prophecy.\u003c/p>\n\u003cp>\u003cstrong>Where can someone register to vote?\u003c/strong>\u003c/p>\n\u003cp>It’s easy! You can go \u003ca href=\"https://vote.gov/\">here\u003c/a>: https://vote.gov/\u003c/p>\n\u003cp>\u003cstrong>FOR EDUCATORS\u003c/strong>\u003c/p>\n\u003cp>Want to your students to discuss this Above the Noise episode with peers from around the country? Sign up for KQED Learn (\u003ca href=\"https://learn.kqed.org/\">https://learn.kqed.org/\u003c/a>) and join the conversation (\u003ca href=\"https://learn.kqed.org/topics\">https://learn.kqed.org/topics\u003c/a>)!\u003c/p>\n\u003cp>\u003cstrong>SOURCES:\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://www.economist.com/the-economist-explains/2014/10/29/why-young-people-dont-vote\">Why young people don’t vote\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.census.gov/newsroom/blogs/random-samplings/2017/05/voting_in_america.html\">Voting in America: A Look at the 2016 Presidential Election\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.heri.ucla.edu/monographs/TheAmericanFreshman2015.pdf\">The American Freshman: National Norms 2015\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://iop.harvard.edu/spring-2018-poll\">Institute of Politics Spring 2018 Youth Poll\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.census.gov/prod/2014pubs/p20-573.pdf\">Young-Adult Voting: An Analysis of Presidential Elections, 1964–2012\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"https://www.americanprogress.org/issues/education-k-12/reports/2018/02/21/446857/state-civics-education/\">The State of Civics Education\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://www.pewresearch.org/fact-tank/2018/04/03/millennials-approach-baby-boomers-as-largest-generation-in-u-s-electorate/\">Millennials approach Baby Boomers as America’s largest generation in the electorate\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://medium.com/s/youthnow/ruined-entire-generation-of-young-voters-gen-z-politics-democracy-140d9ead1fa2\">The Most Powerful New Voting Bloc in America Doesn’t Vote\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/education/530957/how-can-we-get-more-young-people-to-vote","authors":["9619"],"categories":["education_1"],"tags":["education_2852","education_2929","education_428","education_3368","education_666","education_2889","education_865","education_2908","education_2930","education_893","education_1201","education_1240"],"collections":["education_2813"],"featImg":"education_530852","label":"education_2813"},"education_131997":{"type":"posts","id":"education_131997","meta":{"index":"posts_1591205157","site":"education","id":"131997","score":null,"sort":[1457708964000]},"guestAuthors":[],"slug":"what-should-politicians-do-to-appeal-to-young-voters","title":"What should politicians do to appeal to young voters?","publishDate":1457708964,"format":"audio","headTitle":"What should politicians do to appeal to young voters? | KQED","labelTerm":{},"content":"\u003cp>[audio mp3=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/03/Amber_Elections_NEW_KCBS-.mp3\"][/audio]\u003c/p>\n\u003cp>\u003cstrong>Featured Media Resource: [VIDEO]\u003c/strong> \u003cstrong>“\u003ca href=\"https://youthradio.org/news/article/young-voters-want-respect/\">Young Voters Want Respect\u003c/a>” (Youth Radio)\u003c/strong>\u003cbr>\n\u003cem>Eighteen-year-old Youth Radio commentator Amber Ly is a senior in high school and gearing up for voting in her first Presidential election. She’s not too pleased with the candidates’ attempts to be “relatable” to youth. Having grown up during the financial crisis, Ly wants details on their plans regarding student loans and healthcare. She cares about climate change and police violence. But too often, Ly says front-runners are “talking down to young voters” and “wasting time playing guitar or Snapchatting.” While she thinks it’s great that candidates are making efforts to connect with Generation Z, Ly says the problem is, too often they’re trying too hard, skipping over the substance.\u003c/em>\u003c/p>\n\u003chr>\n\u003caside class=\"alignright\">\n\u003ch3>STRENGTHEN YOUR ARGUMENT!\u003c/h3>\n\u003cfigure>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-thumbnail wp-image-96523\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/01/Debate-400x225.jpg\" alt=\"Debate\" width=\"400\" height=\"225\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/Debate-400x225.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/Debate.jpg 640w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/figure>\n\u003cp>Tips for making your Do Now response stand out:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Know Your Stuff:\u003c/strong> Research the facts you need to make a strong argument.\u003c/li>\n\u003cli>\u003cstrong>Back It Up:\u003c/strong> Link to data, articles, or other \u003ca href=\"http://www.slate.com/articles/life/classes/2015/08/news_media_literacy_class_which_newspapers_magazines_and_websites_are_reliable.html\">credible sources\u003c/a> that defend your argument.\u003c/li>\n\u003cli>\u003cstrong>Make Media:\u003c/strong> Use video, audio, infographics, memes and other media to illustrate your argument.Check out these \u003ca href=\"http://ww2.kqed.org/education/category/tools/\">digital tool tutorials\u003c/a> for ideas.\u003c/li>\n\u003cli>\u003cstrong>Engage:\u003c/strong> Retweet or comment on other students’ responses to hear from your peers.\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003ch2>\u003cstrong>Do Now\u003c/strong>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">How should political candidates engage effectively with young voters? \u003cb>\u003ci>#DoNowYouthVote\u003c/i>\u003c/b> \u003c/span>\u003c/p>\n\u003ch2>\u003cstrong>How to Do Now \u003c/strong>\u003c/h2>\n\u003cp>Do Now by posting your response on social media platforms such as Twitter, Instagram, Tumblr, Vine, Flickr, Google +, etc.\u003c/p>\n\u003cp>\u003cstrong>Be sure to include @YouthRadio, @KQEDEdspace and #DoNowYouthVote\u003cem>. \u003c/em>\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Go here for\u003ca href=\"http://ww2.kqed.org/education/about-do-now/\"> more tips \u003c/a>for using Do Now, using \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">Twitter for teaching\u003c/a>, and using other \u003ca href=\"http://ww2.kqed.org/education/category/tools/\">digital tools\u003c/a>.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Learn More About the Youth Vote\u003c/strong>\u003c/h2>\n\u003cp>It’s a decent time to be a young voter (or soon-to-be voter) in the U.S., at least in terms of sheer numbers. For the first time, \u003ca href=\"http://www.wsj.com/articles/millennial-wave-unsettles-presidential-race-1455577532\">there are as many of you\u003c/a> as there are baby boomers. So you’re in a position to make a real difference in this election—especially if you live in one of \u003ca href=\"http://www.npr.org/2016/02/24/462948346/the-10-states-where-millennials-could-sway-the-election\">the ten states\u003c/a> the research group \u003ca href=\"http://www.civicyouth.org/youthvote2016/\">CIRCLE\u003c/a> has identified, where even a small change in the youth vote could make a big difference in the outcome of the Presidential election.\u003c/p>\n\u003cp>[media-credit name=\"Carlie Nguyen/Flickr \" align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-50137\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/12/rock-the-vote.jpg\" alt=\"rock the vote\" width=\"640\" height=\"360\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2015/12/rock-the-vote.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2015/12/rock-the-vote-400x225.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>So far in this election season, we’re seeing encouraging signs with respect to young voter turnout. According to the \u003ca href=\"http://www.nytimes.com/2016/02/22/opinion/young-voters-motivated-again.html?ref=todayspaper&_r=1\">New York Times\u003c/a>, youth participation in the primaries so far is rivaling rates we saw when Barack Obama ran in 2008. That said, historically speaking, people between the ages of 18-29 vote at substantially lower rates than every other age group. In the 2012 election, only 45% of 18-29 year old eligible voters voted, whereas 72% of those 65 and older voted.\u003c/p>\n\u003cp>What could account for these numbers? Lack of interest? Lack of knowledge of the voting process? Or does responsibility fall with politicians, who fail to address issues critical to people in their teens and twenties? There’s also the matter of strategy. You don’t have to look very far to find \u003ca href=\"http://theweek.com/articles/589208/11-humiliatingly-lame-ways-2016-candidates-are-trying-appeal-young-voters\">a slew of embarrassing attempts\u003c/a> by presidential candidates to court young voters, like Ben Carson’s rap radio ad, Hillary Clinton’s Twitter campaign to discuss college debt through emojis, or Ted Cruz’s Simpsons impersonation for Buzzfeed.\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch3>FOR DISCUSSION\u003c/h3>\n\u003cfigure>\u003cimg decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/11/csloan-header.jpg\" alt=\"\">\u003c/figure>\n\u003cp>Below are suggestions for discussion prompts to encourage deeper thinking about the Do Now topic:\u003c/p>\n\u003cul>\n\u003cli>How important is it for campaigns to hire young talent in leadership positions on the campaign?\u003c/li>\n\u003cli>What would be your words of advice to the front-runners who want so badly to appeal to your generation?\u003c/li>\n\u003cli>How important is it to you to be politically active and informed about election issues?\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>It’s understandable that today’s candidates seek to replicate the success Barack Obama had connecting with young voters in 2008 and 2012. And of course young people aren’t the only ones who can feel alienated by electoral politics. “If you’re not from a community where voting is the norm, if you’re not from a family where your parents took you to the polling place when you were a little kid, if you haven’t gone to college and developed those cognitive skills,” Professor Melissa Michelson \u003ca href=\"http://ww2.kqed.org/news/2016/02/18/what-makes-a-person-vote-or-not\">told KQED earlier this month\u003c/a>, “then we’re really asking a lot of voters.”\u003c/p>\n\u003cp>For candidates seeking to get those voters to the polls, finding the right balance between substance and style seems—like so much in politics—is a lot harder than it looks.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>AUDIO: \u003ca href=\"http://ww2.kqed.org/news/2016/03/18/would-online-voting-disenfranchise-some-in-los-angeles\">As Millenials’ Interest in Voting Wanes, Solutions Sought to Re-Engage Them\u003c/a> (KPCC)\u003c/strong>\u003cbr>\nThe race is on to capture the attention of one age group that’s steadily lost interest in voting over the past two decades: young people.\u003c/p>\n\u003cp>\u003cstrong>AUDIO: \u003ca href=\"http://www.npr.org/2016/02/24/462948346/the-10-states-where-millennials-could-sway-the-election\">The 10 States Where Millennials Could Sway The Election \u003c/a>(NPR)\u003cbr>\n\u003c/strong>As the presidential race shifted to Nevada with Democratic caucuses last week and Republican caucuses Tuesday night, more young voters had a chance to chime in to the political process. Nevada is a state with a huge young, diverse population. But there is the perennial question: Do young people matter in politics?\u003c/p>\n\u003cp>\u003cstrong>AUDIO: \u003ca href=\"https://youthradio.org/news/article/the-father-obstaining-from-voting/\">The Father Abstaining from Voting \u003c/a>(Youth Radio)\u003c/strong>\u003cbr>\nGarrison Pennington reflects on the conflict he felt when he learned that his father, a person he greatly admires, plans to abstain from voting because he “hates partisan politics.”\u003c/p>\n\u003cp>\u003cstrong>AUDIO/ARTICLE: \u003ca href=\"http://ww2.kqed.org/news/2016/02/18/what-makes-a-person-vote-or-not\">What Makes a Person Vote or Not\u003c/a> (KQED – The California Report)\u003c/strong>\u003cbr>\nThis radio piece and accompanying article examine how race, income, age and education play an important role in who votes and who doesn’t.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Next \u003c/strong>\u003c/h2>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Do Next takes the online conversation to the next level: these are suggestions for ways to go out into your community and investigate how the topic featured in this Do Now impacts people’s lives. Use digital storytelling tools and social media to share your story and take action. Make sure to tag your creations with #DoNowYouthVote.\u003c/span>\u003c/i>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Host Your Own Vote\u003c/strong>: Imagine that two front-runners (from opposing parties or within the same party–your pick!) are planning a visit to your school. Have students come up with two questions they would ask the candidates–one based on a policy issue your students care deeply about, and one that measures the candidates’ youth culture savvy. Then have your class vote on the best questions and tweet them to the candidates. While you await responses (let @youthradio know if you get them!), you could have students research candidates’ positions and personalities, and come up with the answers they’d expect from each one, citing sources for evidence.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003cstrong style=\"font-weight: 400\">\u003cstrong>Create a survey:\u003c/strong> Poll students in your school about the issues they care most about in the upcoming election. Use Youth Radio’s \u003ca style=\"font-weight: 400\" href=\"https://youthradio.org/creative-studio/article/diy-how-to-make-an-infographic/\">\u003cspan style=\"font-weight: 400\">How to Make an Infographic \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">toolkit to prepare them to visualize the survey results in clear and engaging ways. Reflect on what’s most surprising about the findings, and identify candidates’ positions on the issues that came out on top. \u003c/span>\u003c/strong>\u003c/strong>\u003c/li>\n\u003c/ul>\n\n","blocks":[],"excerpt":"How should political candidates engage effectively with young voters? #DoNowYouthVote ","status":"publish","parent":0,"modified":1704762939,"stats":{"hasAudio":true,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":20,"wordCount":1234},"headData":{"title":"What should politicians do to appeal to young voters? | KQED","description":"How should political candidates engage effectively with young voters? #DoNowYouthVote ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"source":"Do Now News & Civics","sourceUrl":"https://ww2.kqed.org/education/category/news-and-civics/","sticky":false,"path":"/education/131997/what-should-politicians-do-to-appeal-to-young-voters","audioUrl":"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/03/Amber_Elections_NEW_KCBS-.mp3","audioDuration":null,"audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"audio","attributes":{"named":{"mp3":"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/03/Amber_Elections_NEW_KCBS-.mp3","label":""},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Featured Media Resource: [VIDEO]\u003c/strong> \u003cstrong>“\u003ca href=\"https://youthradio.org/news/article/young-voters-want-respect/\">Young Voters Want Respect\u003c/a>” (Youth Radio)\u003c/strong>\u003cbr>\n\u003cem>Eighteen-year-old Youth Radio commentator Amber Ly is a senior in high school and gearing up for voting in her first Presidential election. She’s not too pleased with the candidates’ attempts to be “relatable” to youth. Having grown up during the financial crisis, Ly wants details on their plans regarding student loans and healthcare. She cares about climate change and police violence. But too often, Ly says front-runners are “talking down to young voters” and “wasting time playing guitar or Snapchatting.” While she thinks it’s great that candidates are making efforts to connect with Generation Z, Ly says the problem is, too often they’re trying too hard, skipping over the substance.\u003c/em>\u003c/p>\n\u003chr>\n\u003caside class=\"alignright\">\n\u003ch3>STRENGTHEN YOUR ARGUMENT!\u003c/h3>\n\u003cfigure>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-thumbnail wp-image-96523\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2016/01/Debate-400x225.jpg\" alt=\"Debate\" width=\"400\" height=\"225\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/Debate-400x225.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/38/2016/01/Debate.jpg 640w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/figure>\n\u003cp>Tips for making your Do Now response stand out:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Know Your Stuff:\u003c/strong> Research the facts you need to make a strong argument.\u003c/li>\n\u003cli>\u003cstrong>Back It Up:\u003c/strong> Link to data, articles, or other \u003ca href=\"http://www.slate.com/articles/life/classes/2015/08/news_media_literacy_class_which_newspapers_magazines_and_websites_are_reliable.html\">credible sources\u003c/a> that defend your argument.\u003c/li>\n\u003cli>\u003cstrong>Make Media:\u003c/strong> Use video, audio, infographics, memes and other media to illustrate your argument.Check out these \u003ca href=\"http://ww2.kqed.org/education/category/tools/\">digital tool tutorials\u003c/a> for ideas.\u003c/li>\n\u003cli>\u003cstrong>Engage:\u003c/strong> Retweet or comment on other students’ responses to hear from your peers.\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003ch2>\u003cstrong>Do Now\u003c/strong>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">How should political candidates engage effectively with young voters? \u003cb>\u003ci>#DoNowYouthVote\u003c/i>\u003c/b> \u003c/span>\u003c/p>\n\u003ch2>\u003cstrong>How to Do Now \u003c/strong>\u003c/h2>\n\u003cp>Do Now by posting your response on social media platforms such as Twitter, Instagram, Tumblr, Vine, Flickr, Google +, etc.\u003c/p>\n\u003cp>\u003cstrong>Be sure to include @YouthRadio, @KQEDEdspace and #DoNowYouthVote\u003cem>. \u003c/em>\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Go here for\u003ca href=\"http://ww2.kqed.org/education/about-do-now/\"> more tips \u003c/a>for using Do Now, using \u003ca href=\"http://ww2.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">Twitter for teaching\u003c/a>, and using other \u003ca href=\"http://ww2.kqed.org/education/category/tools/\">digital tools\u003c/a>.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Learn More About the Youth Vote\u003c/strong>\u003c/h2>\n\u003cp>It’s a decent time to be a young voter (or soon-to-be voter) in the U.S., at least in terms of sheer numbers. For the first time, \u003ca href=\"http://www.wsj.com/articles/millennial-wave-unsettles-presidential-race-1455577532\">there are as many of you\u003c/a> as there are baby boomers. So you’re in a position to make a real difference in this election—especially if you live in one of \u003ca href=\"http://www.npr.org/2016/02/24/462948346/the-10-states-where-millennials-could-sway-the-election\">the ten states\u003c/a> the research group \u003ca href=\"http://www.civicyouth.org/youthvote2016/\">CIRCLE\u003c/a> has identified, where even a small change in the youth vote could make a big difference in the outcome of the Presidential election.\u003c/p>\n\u003cp>[media-credit name=\"Carlie Nguyen/Flickr \" align=\"aligncenter\" width=\"640\"]\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-50137\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/12/rock-the-vote.jpg\" alt=\"rock the vote\" width=\"640\" height=\"360\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2015/12/rock-the-vote.jpg 640w, https://cdn.kqed.org/wp-content/uploads/sites/38/2015/12/rock-the-vote-400x225.jpg 400w\" sizes=\"(max-width: 640px) 100vw, 640px\">[/media-credit]\u003c/p>\n\u003cp>So far in this election season, we’re seeing encouraging signs with respect to young voter turnout. According to the \u003ca href=\"http://www.nytimes.com/2016/02/22/opinion/young-voters-motivated-again.html?ref=todayspaper&_r=1\">New York Times\u003c/a>, youth participation in the primaries so far is rivaling rates we saw when Barack Obama ran in 2008. That said, historically speaking, people between the ages of 18-29 vote at substantially lower rates than every other age group. In the 2012 election, only 45% of 18-29 year old eligible voters voted, whereas 72% of those 65 and older voted.\u003c/p>\n\u003cp>What could account for these numbers? Lack of interest? Lack of knowledge of the voting process? Or does responsibility fall with politicians, who fail to address issues critical to people in their teens and twenties? There’s also the matter of strategy. You don’t have to look very far to find \u003ca href=\"http://theweek.com/articles/589208/11-humiliatingly-lame-ways-2016-candidates-are-trying-appeal-young-voters\">a slew of embarrassing attempts\u003c/a> by presidential candidates to court young voters, like Ben Carson’s rap radio ad, Hillary Clinton’s Twitter campaign to discuss college debt through emojis, or Ted Cruz’s Simpsons impersonation for Buzzfeed.\u003c/p>\n\u003caside class=\"alignright\">\n\u003ch3>FOR DISCUSSION\u003c/h3>\n\u003cfigure>\u003cimg decoding=\"async\" src=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2015/11/csloan-header.jpg\" alt=\"\">\u003c/figure>\n\u003cp>Below are suggestions for discussion prompts to encourage deeper thinking about the Do Now topic:\u003c/p>\n\u003cul>\n\u003cli>How important is it for campaigns to hire young talent in leadership positions on the campaign?\u003c/li>\n\u003cli>What would be your words of advice to the front-runners who want so badly to appeal to your generation?\u003c/li>\n\u003cli>How important is it to you to be politically active and informed about election issues?\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>It’s understandable that today’s candidates seek to replicate the success Barack Obama had connecting with young voters in 2008 and 2012. And of course young people aren’t the only ones who can feel alienated by electoral politics. “If you’re not from a community where voting is the norm, if you’re not from a family where your parents took you to the polling place when you were a little kid, if you haven’t gone to college and developed those cognitive skills,” Professor Melissa Michelson \u003ca href=\"http://ww2.kqed.org/news/2016/02/18/what-makes-a-person-vote-or-not\">told KQED earlier this month\u003c/a>, “then we’re really asking a lot of voters.”\u003c/p>\n\u003cp>For candidates seeking to get those voters to the polls, finding the right balance between substance and style seems—like so much in politics—is a lot harder than it looks.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>More Resources\u003c/strong>\u003c/h2>\n\u003cp>\u003cstrong>AUDIO: \u003ca href=\"http://ww2.kqed.org/news/2016/03/18/would-online-voting-disenfranchise-some-in-los-angeles\">As Millenials’ Interest in Voting Wanes, Solutions Sought to Re-Engage Them\u003c/a> (KPCC)\u003c/strong>\u003cbr>\nThe race is on to capture the attention of one age group that’s steadily lost interest in voting over the past two decades: young people.\u003c/p>\n\u003cp>\u003cstrong>AUDIO: \u003ca href=\"http://www.npr.org/2016/02/24/462948346/the-10-states-where-millennials-could-sway-the-election\">The 10 States Where Millennials Could Sway The Election \u003c/a>(NPR)\u003cbr>\n\u003c/strong>As the presidential race shifted to Nevada with Democratic caucuses last week and Republican caucuses Tuesday night, more young voters had a chance to chime in to the political process. Nevada is a state with a huge young, diverse population. But there is the perennial question: Do young people matter in politics?\u003c/p>\n\u003cp>\u003cstrong>AUDIO: \u003ca href=\"https://youthradio.org/news/article/the-father-obstaining-from-voting/\">The Father Abstaining from Voting \u003c/a>(Youth Radio)\u003c/strong>\u003cbr>\nGarrison Pennington reflects on the conflict he felt when he learned that his father, a person he greatly admires, plans to abstain from voting because he “hates partisan politics.”\u003c/p>\n\u003cp>\u003cstrong>AUDIO/ARTICLE: \u003ca href=\"http://ww2.kqed.org/news/2016/02/18/what-makes-a-person-vote-or-not\">What Makes a Person Vote or Not\u003c/a> (KQED – The California Report)\u003c/strong>\u003cbr>\nThis radio piece and accompanying article examine how race, income, age and education play an important role in who votes and who doesn’t.\u003c/p>\n\u003chr>\n\u003ch2>\u003cstrong>Do Next \u003c/strong>\u003c/h2>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Do Next takes the online conversation to the next level: these are suggestions for ways to go out into your community and investigate how the topic featured in this Do Now impacts people’s lives. Use digital storytelling tools and social media to share your story and take action. Make sure to tag your creations with #DoNowYouthVote.\u003c/span>\u003c/i>\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Host Your Own Vote\u003c/strong>: Imagine that two front-runners (from opposing parties or within the same party–your pick!) are planning a visit to your school. Have students come up with two questions they would ask the candidates–one based on a policy issue your students care deeply about, and one that measures the candidates’ youth culture savvy. Then have your class vote on the best questions and tweet them to the candidates. While you await responses (let @youthradio know if you get them!), you could have students research candidates’ positions and personalities, and come up with the answers they’d expect from each one, citing sources for evidence.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>\u003cstrong style=\"font-weight: 400\">\u003cstrong>Create a survey:\u003c/strong> Poll students in your school about the issues they care most about in the upcoming election. Use Youth Radio’s \u003ca style=\"font-weight: 400\" href=\"https://youthradio.org/creative-studio/article/diy-how-to-make-an-infographic/\">\u003cspan style=\"font-weight: 400\">How to Make an Infographic \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">toolkit to prepare them to visualize the survey results in clear and engaging ways. Reflect on what’s most surprising about the findings, and identify candidates’ positions on the issues that came out on top. \u003c/span>\u003c/strong>\u003c/strong>\u003c/li>\n\u003c/ul>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/education/131997/what-should-politicians-do-to-appeal-to-young-voters","authors":["9546"],"series":["education_2837"],"categories":["education_1"],"tags":["education_276","education_5","education_1320","education_893","education_1201"],"collections":["education_2403","education_2815"],"featImg":"education_132031","label":"source_education_131997"},"lowdown_14839":{"type":"posts","id":"lowdown_14839","meta":{"index":"posts_1591205157","site":"lowdown","id":"14839","score":null,"sort":[1470706246000]},"guestAuthors":[],"slug":"the-state-of-voting-rights-in-america-a-3-part-comic-series","title":"Ballot Battles: A Cartoon History of Voting Rights (with Lesson Plan)","publishDate":1470706246,"format":"aside","headTitle":"The Lowdown | KQED News","labelTerm":{"site":"lowdown"},"content":"\u003cdiv>\n\u003caside class=\"alignright\">\u003cb>\u003cspan style=\"font-size: x-large\">\u003cspan style=\"color: #993300\">Teach with the Lowdown!\u003c/span>\u003c/span>\u003c/b>\u003cbr>\n\u003cimg class=\"alignnone wp-image-22868\" src=\"http://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2016/07/hands-e1469568663680-400x143.jpg\" width=\"340\" height=\"122\" srcset=\"https://ww2.kqed.org/app/uploads/sites/26/2016/07/hands-e1469568663680-400x143.jpg 400w, https://ww2.kqed.org/app/uploads/sites/26/2016/07/hands-e1469568663680-800x286.jpg 800w, https://ww2.kqed.org/app/uploads/sites/26/2016/07/hands-e1469568663680-768x274.jpg 768w, https://ww2.kqed.org/app/uploads/sites/26/2016/07/hands-e1469568663680.jpg 957w\" sizes=\"(max-width: 340px) 100vw, 340px\">Nonfiction analysis, discussion prompts and multimedia projects for teachers and students.\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2016/08/Voting-rights-lesson-plan_final2.pdf\" target=\"_blank\" rel=\"noopener\">Voting rights history lesson plan\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003c/div>\n\u003cp>The Supreme Court’s 2013 decision to strike down a key section of the Voting Rights Act opened the floodgates to a series of voter restriction measures throughout parts of the United States.\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/lowdown/2016/04/05/how-to-navigate-americas-perplexing-patchwork-of-voting-laws/\">[RELATED: Which states require photo IDs]\u003c/a>\u003c/p>\n\u003cp>While federal courts reversed stricter voting laws in Texas, Wisconsin and North Carolina ahead of the 2016 election, some of those laws were later upheld, including Wisconsin’s voting ID law and a similar measure in Missouri.\u003c/p>\n\u003cp>Comic journalist Andy Warner explains, in three illustrated parts, the history of the Voting Rights Act and the impact of the Supreme Court's 2013 decision, as reflected in new restrictive voting laws enacted in a number of conservative states across the country.\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2016/08/VRA1_Fullsize_corrected.gif\">\u003cimg class=\"alignnone size-full wp-image-30736\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2016/08/VRA1_Fullsize_corrected.gif\" alt=\"\" width=\"620\" height=\"3853\">\u003c/a>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2016/08/SupremeCourt_2_full_typocorrect1.gif\">\u003cimg class=\"alignnone size-full wp-image-30737\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2016/08/SupremeCourt_2_full_typocorrect1.gif\" alt=\"\" width=\"620\" height=\"3822\">\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2016/08/TheStates_full_revision.gif\">\u003cimg class=\"alignnone size-full wp-image-30738\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2016/08/TheStates_full_revision.gif\" alt=\"\" width=\"620\" height=\"4260\">\u003c/a>\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1555106478,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":9,"wordCount":143},"headData":{"title":"Ballot Battles: A Cartoon History of Voting Rights (with Lesson Plan) | KQED","description":"Teach with the Lowdown! Nonfiction analysis, discussion prompts and multimedia projects for teachers and students. Voting rights history lesson plan The Supreme Court’s 2013 decision to strike down a key section of the Voting Rights Act opened the floodgates to a series of voter restriction measures throughout parts of the United States. [RELATED: Which states","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"14839 http://blogs.kqed.org/lowdown/?p=14839","disqusUrl":"https://ww2.kqed.org/lowdown/2016/08/08/the-state-of-voting-rights-in-america-a-3-part-comic-series/","disqusTitle":"Ballot Battles: A Cartoon History of Voting Rights (with Lesson Plan)","path":"/lowdown/14839/the-state-of-voting-rights-in-america-a-3-part-comic-series","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv>\n\u003caside class=\"alignright\">\u003cb>\u003cspan style=\"font-size: x-large\">\u003cspan style=\"color: #993300\">Teach with the Lowdown!\u003c/span>\u003c/span>\u003c/b>\u003cbr>\n\u003cimg class=\"alignnone wp-image-22868\" src=\"http://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2016/07/hands-e1469568663680-400x143.jpg\" width=\"340\" height=\"122\" srcset=\"https://ww2.kqed.org/app/uploads/sites/26/2016/07/hands-e1469568663680-400x143.jpg 400w, https://ww2.kqed.org/app/uploads/sites/26/2016/07/hands-e1469568663680-800x286.jpg 800w, https://ww2.kqed.org/app/uploads/sites/26/2016/07/hands-e1469568663680-768x274.jpg 768w, https://ww2.kqed.org/app/uploads/sites/26/2016/07/hands-e1469568663680.jpg 957w\" sizes=\"(max-width: 340px) 100vw, 340px\">Nonfiction analysis, discussion prompts and multimedia projects for teachers and students.\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2016/08/Voting-rights-lesson-plan_final2.pdf\" target=\"_blank\" rel=\"noopener\">Voting rights history lesson plan\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003c/div>\n\u003cp>The Supreme Court’s 2013 decision to strike down a key section of the Voting Rights Act opened the floodgates to a series of voter restriction measures throughout parts of the United States.\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/lowdown/2016/04/05/how-to-navigate-americas-perplexing-patchwork-of-voting-laws/\">[RELATED: Which states require photo IDs]\u003c/a>\u003c/p>\n\u003cp>While federal courts reversed stricter voting laws in Texas, Wisconsin and North Carolina ahead of the 2016 election, some of those laws were later upheld, including Wisconsin’s voting ID law and a similar measure in Missouri.\u003c/p>\n\u003cp>Comic journalist Andy Warner explains, in three illustrated parts, the history of the Voting Rights Act and the impact of the Supreme Court's 2013 decision, as reflected in new restrictive voting laws enacted in a number of conservative states across the country.\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2016/08/VRA1_Fullsize_corrected.gif\">\u003cimg class=\"alignnone size-full wp-image-30736\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2016/08/VRA1_Fullsize_corrected.gif\" alt=\"\" width=\"620\" height=\"3853\">\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2016/08/SupremeCourt_2_full_typocorrect1.gif\">\u003cimg class=\"alignnone size-full wp-image-30737\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2016/08/SupremeCourt_2_full_typocorrect1.gif\" alt=\"\" width=\"620\" height=\"3822\">\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2016/08/TheStates_full_revision.gif\">\u003cimg class=\"alignnone size-full wp-image-30738\" src=\"https://ww2.kqed.org/lowdown/wp-content/uploads/sites/26/2016/08/TheStates_full_revision.gif\" alt=\"\" width=\"620\" height=\"4260\">\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/lowdown/14839/the-state-of-voting-rights-in-america-a-3-part-comic-series","authors":["7506"],"categories":["lowdown_256","lowdown_2390","lowdown_588","lowdown_2399","lowdown_457","lowdown_466"],"tags":["lowdown_2337"],"featImg":"lowdown_14825","label":"lowdown"},"education_12673":{"type":"posts","id":"education_12673","meta":{"index":"posts_1591205157","site":"education","id":"12673","score":null,"sort":[1399922855000]},"guestAuthors":[],"slug":"a-map-of-where-felons-can-vote","title":"A Map of Where Felons Can Vote","publishDate":1399922855,"format":"aside","headTitle":"A Map of Where Felons Can Vote | KQED","labelTerm":{"site":"education"},"content":"\u003cp> \u003c/p>\n\u003cp>The United States implements the strictest felon voting laws in the world. As of 2010, the government denied 5.8 million Americans the right to vote due to criminal activity. Each state enacts its own felon voting laws, where all but two states (Maine and Vermont) have created laws that in some form prevent current or former criminals from voting. Explore KQED’s The Lowdown’s interactive map, created by designer/programmer \u003ca href=\"https://twitter.com/LewisLehe\" target=\"_blank\" rel=\"noopener\">Lewis Lehe\u003c/a>, that shows felon voting laws in each state, along with a percentage of the population in each state that has been impacted.\u003c/p>\n\u003cdiv>\n\u003cdiv class=\"embedly\">\n\u003cp>\u003cimg decoding=\"async\" class=\"thumb embedly-thumbnail-small\" src=\"http://blogs.kqed.org/lowdown/files/2011/11/Prison2-e1321648187785.jpg\" alt=\"\">\u003ca class=\"embedly-title\" href=\"http://blogs.kqed.org/lowdown/2014/02/26/felon-voting\" target=\"_blank\" rel=\"noopener\">Map: States Where Felons Can’t Vote\u003c/a>Map: States Where Felons Can’t Vote Includes interactive map The map below, created by designer/programmer Lewis Lehe, shows state-by-state felon voting laws and population impacts as reported by the The Sentencing Project, based on 2010 data.\u003c/p>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cp>\u003cspan class=\"embedly-powered\" style=\"float: right\">\u003ca title=\"Powered by Embedly\" href=\"http://embed.ly/code?url=http%3A%2F%2Fblogs.kqed.org%2Flowdown%2F2014%2F02%2F26%2Ffelon-voting\" target=\"_blank\" rel=\"noopener\">\u003cimg decoding=\"async\" src=\"http://static.embed.ly/images/logos/embedly-powered-small-light.png\" alt=\"Embedly Powered\">\u003c/a>\u003c/span>\u003c/p>\n\u003cdiv class=\"media-attribution\">via \u003ca class=\"media-attribution-link\" href=\"http://blogs.kqed.org\" target=\"_blank\" rel=\"noopener\">Kqed\u003c/a>\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cdiv class=\"embedly-clear\">Suggested Activity:\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cp>\u003cstrong>Learning Outcomes\u003c/strong>\u003c/p>\n\u003cp>Students will be able to\u003c/p>\n\u003cul>\n\u003cli>use proportional relationships to solve real-world percentage problems\u003c/li>\n\u003cli>interpret percentage as a proportional relationship\u003c/li>\n\u003cli>define the terms below\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Common Core State Standards: 6.RP.A.3.c, 7.RP.A.3\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Vocabulary: Felon disenfranchisement, inmates, parolees, probationers, ex-felons\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Materials: Per pair: calculator, pencils; State-by-State Felon Disenfranchisement worksheet\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Preparation:\u003c/strong> Connect with the social studies or civics teacher to determine students’ exposure to topics related to voting in the U.S.; consider teaching the lesson jointly. Investigate requirements for registering to vote in your state. Also, find out the total number of students in the relevant grade at your school.\u003c/p>\n\u003cp>\u003cstrong>Procedure\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>1. Introduction (10 minutes, whole group)\u003c/strong>\u003c/p>\n\u003cp>Begin with a few questions to set the lesson context. Ask students:\u003c/p>\n\u003cul>\n\u003cli>Why do people vote? Why should they vote?\u003c/li>\n\u003cli>Do you plan on voting when you’re old enough? Why or why not?\u003c/li>\n\u003c/ul>\n\u003cp>Engage students in sharing what they know about voter eligibility in your state. If possible, discuss this in the context of an upcoming election with which students are likely familiar (e.g., U.S. president or local mayor).\u003c/p>\n\u003cp>If no one mentions felon disenfranchisement, point out that states vary in whether convicted inmates, parolees, probationers, and ex-felons can vote.\u003c/p>\n\u003cp>Explain voter eligibility requirements in your state, pointing out any rules that relate to felon disenfranchisement. Invite students to predict:\u003c/p>\n\u003cul>\n\u003cli>the average percentage of felon disenfranchisement across the U.S.\u003c/li>\n\u003cli>whether your state is higher or lower than average\u003c/li>\n\u003c/ul>\n\u003cp>Keep in mind, however, that some students may have little sense of either answer.\u003c/p>\n\u003cp>Tell students that the average rate of felon disenfranchisement in each state is 2.5%. Help make sense of this by asking them to find 2.5% of the number of students in their grade at school; encourage them to use whatever approaches they are comfortable with. Distribute calculators for students to use if needed.\u003c/p>\n\u003cp>When students find the answer, make sure that they understand why they must round to the nearest whole number. If needed, review the procedure for doing so.\u003c/p>\n\u003cp>\u003cstrong>2. Interactive Infographic (10 minutes, pairs)\u003c/strong>\u003c/p>\n\u003cp>Have students sit in pairs at computers and launch the infographic. Explain to students that an infographic, or information graphic, is a visual image designed to present complex information quickly and clearly. Ask students to look over the interactive with the following questions in mind: In your state, who can’t vote? What percentage of the voting age population in your state is disenfranchised? What about in [a nearby state with different voting restrictions]?\u003c/p>\n\u003cp>Next, distribute and review the worksheet.\u003c/p>\n\u003cp>If any students are having difficulty with (3) and (4), offer a concrete example. For example, suppose State A has a population of 1,000,000 and State B has a population of 10,000,000.\u003c/p>\n\u003cp>\u003cstrong>3. Conclusion (5 minutes, whole group)\u003c/strong>\u003c/p>\n\u003cp>Ask a few volunteers to share their answers and solution strategies. As you review (3) and (4), highlight the notion that percentage is a relationship between two amounts. It is not an absolute number.\u003c/p>\n\u003cp>Activity Extension: Have students find current data on disenfranchisement in their state. They should investigate the following questions:\u003c/p>\n\u003cul>\n\u003cli>Has the percentage of disenfranchised people changed since the 2010 data reported on in the infographic?\u003c/li>\n\u003cli>Has the total number of disenfranchised people changed?\u003c/li>\n\u003c/ul>\n\u003cp> \u003c/p>\n\u003cp>This activity is based on work developed at TERC.\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"The United States implements the strictest felon voting laws in the world. As of 2010, the government denied 5.8 million Americans the right to vote due to criminal activity. Explore KQED’s The Lowdown’s interactive map that shows felon voting laws in each state, along with a percentage of the population in each state that has been impacted.","status":"publish","parent":0,"modified":1704764253,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":28,"wordCount":717},"headData":{"title":"A Map of Where Felons Can Vote | KQED","description":"The United States implements the strictest felon voting laws in the world. As of 2010, the government denied 5.8 million Americans the right to vote due to criminal activity. Explore KQED’s The Lowdown’s interactive map that shows felon voting laws in each state, along with a percentage of the population in each state that has been impacted.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"sticky":false,"path":"/education/12673/a-map-of-where-felons-can-vote","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp> \u003c/p>\n\u003cp>The United States implements the strictest felon voting laws in the world. As of 2010, the government denied 5.8 million Americans the right to vote due to criminal activity. Each state enacts its own felon voting laws, where all but two states (Maine and Vermont) have created laws that in some form prevent current or former criminals from voting. Explore KQED’s The Lowdown’s interactive map, created by designer/programmer \u003ca href=\"https://twitter.com/LewisLehe\" target=\"_blank\" rel=\"noopener\">Lewis Lehe\u003c/a>, that shows felon voting laws in each state, along with a percentage of the population in each state that has been impacted.\u003c/p>\n\u003cdiv>\n\u003cdiv class=\"embedly\">\n\u003cp>\u003cimg decoding=\"async\" class=\"thumb embedly-thumbnail-small\" src=\"http://blogs.kqed.org/lowdown/files/2011/11/Prison2-e1321648187785.jpg\" alt=\"\">\u003ca class=\"embedly-title\" href=\"http://blogs.kqed.org/lowdown/2014/02/26/felon-voting\" target=\"_blank\" rel=\"noopener\">Map: States Where Felons Can’t Vote\u003c/a>Map: States Where Felons Can’t Vote Includes interactive map The map below, created by designer/programmer Lewis Lehe, shows state-by-state felon voting laws and population impacts as reported by the The Sentencing Project, based on 2010 data.\u003c/p>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cp>\u003cspan class=\"embedly-powered\" style=\"float: right\">\u003ca title=\"Powered by Embedly\" href=\"http://embed.ly/code?url=http%3A%2F%2Fblogs.kqed.org%2Flowdown%2F2014%2F02%2F26%2Ffelon-voting\" target=\"_blank\" rel=\"noopener\">\u003cimg decoding=\"async\" src=\"http://static.embed.ly/images/logos/embedly-powered-small-light.png\" alt=\"Embedly Powered\">\u003c/a>\u003c/span>\u003c/p>\n\u003cdiv class=\"media-attribution\">via \u003ca class=\"media-attribution-link\" href=\"http://blogs.kqed.org\" target=\"_blank\" rel=\"noopener\">Kqed\u003c/a>\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cdiv class=\"embedly-clear\">Suggested Activity:\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cp>\u003cstrong>Learning Outcomes\u003c/strong>\u003c/p>\n\u003cp>Students will be able to\u003c/p>\n\u003cul>\n\u003cli>use proportional relationships to solve real-world percentage problems\u003c/li>\n\u003cli>interpret percentage as a proportional relationship\u003c/li>\n\u003cli>define the terms below\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>Common Core State Standards: 6.RP.A.3.c, 7.RP.A.3\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Vocabulary: Felon disenfranchisement, inmates, parolees, probationers, ex-felons\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Materials: Per pair: calculator, pencils; State-by-State Felon Disenfranchisement worksheet\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Preparation:\u003c/strong> Connect with the social studies or civics teacher to determine students’ exposure to topics related to voting in the U.S.; consider teaching the lesson jointly. Investigate requirements for registering to vote in your state. Also, find out the total number of students in the relevant grade at your school.\u003c/p>\n\u003cp>\u003cstrong>Procedure\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>1. Introduction (10 minutes, whole group)\u003c/strong>\u003c/p>\n\u003cp>Begin with a few questions to set the lesson context. Ask students:\u003c/p>\n\u003cul>\n\u003cli>Why do people vote? Why should they vote?\u003c/li>\n\u003cli>Do you plan on voting when you’re old enough? Why or why not?\u003c/li>\n\u003c/ul>\n\u003cp>Engage students in sharing what they know about voter eligibility in your state. If possible, discuss this in the context of an upcoming election with which students are likely familiar (e.g., U.S. president or local mayor).\u003c/p>\n\u003cp>If no one mentions felon disenfranchisement, point out that states vary in whether convicted inmates, parolees, probationers, and ex-felons can vote.\u003c/p>\n\u003cp>Explain voter eligibility requirements in your state, pointing out any rules that relate to felon disenfranchisement. Invite students to predict:\u003c/p>\n\u003cul>\n\u003cli>the average percentage of felon disenfranchisement across the U.S.\u003c/li>\n\u003cli>whether your state is higher or lower than average\u003c/li>\n\u003c/ul>\n\u003cp>Keep in mind, however, that some students may have little sense of either answer.\u003c/p>\n\u003cp>Tell students that the average rate of felon disenfranchisement in each state is 2.5%. Help make sense of this by asking them to find 2.5% of the number of students in their grade at school; encourage them to use whatever approaches they are comfortable with. Distribute calculators for students to use if needed.\u003c/p>\n\u003cp>When students find the answer, make sure that they understand why they must round to the nearest whole number. If needed, review the procedure for doing so.\u003c/p>\n\u003cp>\u003cstrong>2. Interactive Infographic (10 minutes, pairs)\u003c/strong>\u003c/p>\n\u003cp>Have students sit in pairs at computers and launch the infographic. Explain to students that an infographic, or information graphic, is a visual image designed to present complex information quickly and clearly. Ask students to look over the interactive with the following questions in mind: In your state, who can’t vote? What percentage of the voting age population in your state is disenfranchised? What about in [a nearby state with different voting restrictions]?\u003c/p>\n\u003cp>Next, distribute and review the worksheet.\u003c/p>\n\u003cp>If any students are having difficulty with (3) and (4), offer a concrete example. For example, suppose State A has a population of 1,000,000 and State B has a population of 10,000,000.\u003c/p>\n\u003cp>\u003cstrong>3. Conclusion (5 minutes, whole group)\u003c/strong>\u003c/p>\n\u003cp>Ask a few volunteers to share their answers and solution strategies. As you review (3) and (4), highlight the notion that percentage is a relationship between two amounts. It is not an absolute number.\u003c/p>\n\u003cp>Activity Extension: Have students find current data on disenfranchisement in their state. They should investigate the following questions:\u003c/p>\n\u003cul>\n\u003cli>Has the percentage of disenfranchised people changed since the 2010 data reported on in the infographic?\u003c/li>\n\u003cli>Has the total number of disenfranchised people changed?\u003c/li>\n\u003c/ul>\n\u003cp> \u003c/p>\n\u003cp>This activity is based on work developed at TERC.\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/education/12673/a-map-of-where-felons-can-vote","authors":["9528"],"categories":["education_50"],"tags":["education_5","education_3368","education_1201","education_3380"],"featImg":"education_12728","label":"education"},"education_3392":{"type":"posts","id":"education_3392","meta":{"index":"posts_1591205157","site":"education","id":"3392","score":null,"sort":[1347901046000]},"guestAuthors":[],"slug":"7-great-election-2012-resources","title":"Seven Great Election 2012 Resources","publishDate":1347901046,"format":"aside","headTitle":"Seven Great Election 2012 Resources | KQED","labelTerm":{"term":2838,"site":"education"},"content":"\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/09/Election201221.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-large wp-image-3397\" title=\"Election2012\" src=\"http://ww2.kqed.org/education/files/2012/09/Election20122-1024x636.jpg\" alt=\"2012 Political Map Center\" width=\"640\" height=\"397\">\u003c/a>\u003c/p>\n\u003cp>Here are 7 great resources to engage students in Election 2012, including mutimedia election content produced by the PBS Newshour team. Get right to the heart of complex issues with a rage of great interactive maps, video clips and lesssons found in \u003ca href=\"www.ca.pbslearningmedia.org\">PBS LearningMedia\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/content/13ad49ad-ef87-4562-a3c5-c321bb24ee0c/\">2012 Political Map Center\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>This interactive map from PBS NewsHour features an electoral college calculator which includes historical data going back to the 1964 election, live election results for presidential primaries, evangelical Protestant adherents by state, ethnic data by county from the 2010 census, 2012 primary winners, unemployment data from February 2012, and 2008 general election results for president.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/content/7fd523a6-31b1-48b9-9490-da9817b05d15/\">Dollars & Votes: 2012 Election\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“the.News” Correspondent Thai da Silva investigates the fundraising landscape during the 2012 Presidential election in light of the most recent Supreme Court actions. Using the supporting language arts lesson plan, students will study campaign fundraising, analyze the development and influence of Super PACs and explain how Super PACS use rhetorical devices and persuasive appeals to persuade American citizens to vote for the candidates that the Super PACs are supporting. In the social studies lesson plan, students will complete activities to help understand the significance and impact of the 2012 Supreme Court Decision Citizens United v. Federal Election Commission.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/content/b650777d-0bcc-4c53-b325-4f7bd6c512d0/\">Analyzing the Candidates in the 2012 Presidential Election\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>This lesson from PBS NewsHour examines the political process, the candidates and their platforms, and the ultimate outcome of the 2012 election. Students will: 1. Work as a class to create a flow chart documenting the steps a candidate must take to be elected to the presidency. 2. Participate in a class discussion about the number of candidates, the reasons people seek to be president, and the election process. 3. Utilize research skills to create a profile of a specific candidate and his/her qualifications, point of view on various topics, and presidential campaign. 4. Present their candidate profile projects to classmates. 5. Monitor the progress of the presidential candidates and participate in classroom discussions about the success of the various campaigns.\u003c/p>\n\u003cdiv>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/content/5f550321-3739-4ddd-88fc-591db3927155\">Eight States That Will Shape 2012 Election\u003c/a>\u003c/strong>\u003c/p>\n\u003cdiv>\n\u003cp>In this video from PBS NewsHour, Judy Woodruff talks with Stuart Rothenberg of the Rothenberg Political Report and NewsHour political editor Christina Bellantoni about the importance of “battleground states”, or “swing states” and the significance of eight of those states in the 2012 election.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/content/9b83f7a7-218b-45d7-a48b-683f4706b450/\">“Silent Generation” May Get Loud in 2012 Election\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>In retirement, the “silent generation” is becoming increasingly conservative and angry. It’s also more engaged in politics than are other generations. NPR’s series on generational politics, in collaboration with the Pew Research Center, examines the politics of those 66 to 83 years old.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/content/591e43db-e9ab-4f54-80b5-5851924b9d6b/\">Rich vs. Poor: How Wealth is Impacting the 2012 Elections\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>In this PBS NewsHour lesson plan, students will: 1. Participate in a survey about social class in the U.S. and work as a group to calculate class results. 2. View a video clip and review articles and data related to socioeconomics and politics. 3. Record, analyze and discuss socioeconomic data and small groups and draw conclusions about how this might affect the outcome of elections in their area. 4. Participate in class discussions related to social class and the effects is has on the election process. 5. Create and share a prioritized list of ideas related to addressing issues of social class.\u003c/p>\n\u003cdiv>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/content/eb61a746-eed6-4d11-9d1e-e3dfcf7448d3/\">Who’s Spending More: Candidates or Super PACs?\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>As presidential candidates raise and spend increasingly larger amounts of money each election season, new financial reports show what role Super PACs are playing. PBS NewsHour’s Gwen Ifill discusses how campaign finance is shaping up in the 2012 election year with John Dunbar of the Center for Public Integrity and Roll Call’s Eliza Newlin Carney.\u003c/p>\n\u003cdiv>\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1704765144,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":636},"headData":{"title":"Seven Great Election 2012 Resources | KQED","description":"Here are 7 great resources to engage students in Election 2012, including mutimedia election content produced by the PBS Newshour team. Get right to the heart of complex issues with a rage of great interactive maps, video clips and lesssons found in PBS LearningMedia. 2012 Political Map Center This interactive map from PBS NewsHour features","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"sticky":false,"path":"/education/3392/7-great-election-2012-resources","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/education/wp-content/uploads/sites/38/2012/09/Election201221.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-large wp-image-3397\" title=\"Election2012\" src=\"http://ww2.kqed.org/education/files/2012/09/Election20122-1024x636.jpg\" alt=\"2012 Political Map Center\" width=\"640\" height=\"397\">\u003c/a>\u003c/p>\n\u003cp>Here are 7 great resources to engage students in Election 2012, including mutimedia election content produced by the PBS Newshour team. Get right to the heart of complex issues with a rage of great interactive maps, video clips and lesssons found in \u003ca href=\"www.ca.pbslearningmedia.org\">PBS LearningMedia\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/content/13ad49ad-ef87-4562-a3c5-c321bb24ee0c/\">2012 Political Map Center\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>This interactive map from PBS NewsHour features an electoral college calculator which includes historical data going back to the 1964 election, live election results for presidential primaries, evangelical Protestant adherents by state, ethnic data by county from the 2010 census, 2012 primary winners, unemployment data from February 2012, and 2008 general election results for president.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/content/7fd523a6-31b1-48b9-9490-da9817b05d15/\">Dollars & Votes: 2012 Election\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“the.News” Correspondent Thai da Silva investigates the fundraising landscape during the 2012 Presidential election in light of the most recent Supreme Court actions. Using the supporting language arts lesson plan, students will study campaign fundraising, analyze the development and influence of Super PACs and explain how Super PACS use rhetorical devices and persuasive appeals to persuade American citizens to vote for the candidates that the Super PACs are supporting. In the social studies lesson plan, students will complete activities to help understand the significance and impact of the 2012 Supreme Court Decision Citizens United v. Federal Election Commission.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/content/b650777d-0bcc-4c53-b325-4f7bd6c512d0/\">Analyzing the Candidates in the 2012 Presidential Election\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>This lesson from PBS NewsHour examines the political process, the candidates and their platforms, and the ultimate outcome of the 2012 election. Students will: 1. Work as a class to create a flow chart documenting the steps a candidate must take to be elected to the presidency. 2. Participate in a class discussion about the number of candidates, the reasons people seek to be president, and the election process. 3. Utilize research skills to create a profile of a specific candidate and his/her qualifications, point of view on various topics, and presidential campaign. 4. Present their candidate profile projects to classmates. 5. Monitor the progress of the presidential candidates and participate in classroom discussions about the success of the various campaigns.\u003c/p>\n\u003cdiv>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/content/5f550321-3739-4ddd-88fc-591db3927155\">Eight States That Will Shape 2012 Election\u003c/a>\u003c/strong>\u003c/p>\n\u003cdiv>\n\u003cp>In this video from PBS NewsHour, Judy Woodruff talks with Stuart Rothenberg of the Rothenberg Political Report and NewsHour political editor Christina Bellantoni about the importance of “battleground states”, or “swing states” and the significance of eight of those states in the 2012 election.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/content/9b83f7a7-218b-45d7-a48b-683f4706b450/\">“Silent Generation” May Get Loud in 2012 Election\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>In retirement, the “silent generation” is becoming increasingly conservative and angry. It’s also more engaged in politics than are other generations. NPR’s series on generational politics, in collaboration with the Pew Research Center, examines the politics of those 66 to 83 years old.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/content/591e43db-e9ab-4f54-80b5-5851924b9d6b/\">Rich vs. Poor: How Wealth is Impacting the 2012 Elections\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>In this PBS NewsHour lesson plan, students will: 1. Participate in a survey about social class in the U.S. and work as a group to calculate class results. 2. View a video clip and review articles and data related to socioeconomics and politics. 3. Record, analyze and discuss socioeconomic data and small groups and draw conclusions about how this might affect the outcome of elections in their area. 4. Participate in class discussions related to social class and the effects is has on the election process. 5. Create and share a prioritized list of ideas related to addressing issues of social class.\u003c/p>\n\u003cdiv>\n\u003cp>\u003cstrong>\u003ca href=\"http://ca.pbslearningmedia.org/content/eb61a746-eed6-4d11-9d1e-e3dfcf7448d3/\">Who’s Spending More: Candidates or Super PACs?\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>As presidential candidates raise and spend increasingly larger amounts of money each election season, new financial reports show what role Super PACs are playing. PBS NewsHour’s Gwen Ifill discusses how campaign finance is shaping up in the 2012 election year with John Dunbar of the Center for Public Integrity and Roll Call’s Eliza Newlin Carney.\u003c/p>\n\u003cdiv>\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/education/3392/7-great-election-2012-resources","authors":["9323"],"series":["education_2838"],"categories":["education_50"],"tags":["education_130","education_3368","education_2428","education_1201"],"collections":["education_2405"],"featImg":"education_3397","label":"education_2838"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. 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You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. 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