Felons and their Voting rights

Submitted by: Nadine Hallman
School: Hermitage High School

Summary

In some states, persons convicted of a crime (also known as felons) lose their right to vote. In this lesson, students scrutinize the voting laws in each of the United States in an effort to discern and understand these laws. Students work in groups, and each group member is responsible for researching the laws in a different state. In this way, they discuss and share different points of view from the perspective of each state. Students demonstrate their understanding of voting laws by creating a persuasive public service announcement (PSA) for the state they select. The PSA will appeal to youth (ages 17 – 21) within that state. It will serve to inform them about the laws regarding felons and voting rights; encourage them to avoid becoming a felon, and to protect their voting privileges.

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The students collaborate within groups to on their public service announcement (PSA) and on which digital tools will work best in creating their PSA. They decide the role of each group member. For example, one group member may be responsible for finding two or three suitable images for each group member’s PSA. Another student may work on finding music that will enhance the PSA. Student groups may determine that they need to start working on the PSA at home, after the first day and finish it in class on the second day. They have an opportunity (via SchoolSpace discussion forum) at the end of day two to reflect on what how well they worked together as a group and what they could do better for their next group experience.

Students work in groups and are guided by the essential questions for this lesson as they research voting rights for felons their state. Student groups determine the best educational and governmental sites from which to gather accurate information on the topic. They analyze, evaluate and determine the accuracy of the information they find by comparing information from various websites. Students use a SchoolSpace discussion forum to post and share facts about voting rights and felons.

The students think about the elements of an effective PSA and determine how they can generate an original PSA that serves two purposes: (1) has an informational appeal to youth, ages 17-21 in the state they selected; (2) encourages youth to value their voting rights. Students think critically about selecting verbiage, images, and symbols that would be persuasive, informative and encouraging. They also determine the best digital tools available to them to convey their message to the targeted audience. As the class views the PSAs via SchoolSpace, they reflect on how the PSAs could have an impact on voter turnout in upcoming elections.

Students view and analyze video clips that are effective and ineffective. They work to create their own unique PSAs that have a broad appeal in persuading, informing and encouraging youth between the ages of 17-21 to value, use and protect their right to vote. They information from their research and from the research of the other groups in the class via SchoolSpace discussion forum. Students also reflect on their original PSAs and evaluate the appeal and effectiveness via SchoolSpace discussion forum. This potential real life PSA could be aired on local radio or television stations in their state.