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UNIT

Elections & Voting in Pennsylvania

2 1/2 weeks

  • Starting Points
  • Big Ideas, Essential Questions, Enduring �Understandings, Skills and Knowledge
  • Key Terms
  • Suggested Performance Task
  • Suggested Pacing Guide
  • Suggested Learning Experiences and Aligned Resources
      • Topic 1: Voting Rights History & Policy
      • Topic 2: Political Parties & Voter Registration
      • Topic 3: Media Literacy & the Mail-in Voting Debate
  • Topic 4: Make a Plan to Vote — Applying for a �Mail-In Ballot / Finding Your Polling Place
  • Topic 5: Researching the Candidates and �Making Your Ballot

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The Elections & Voting unit is designed for the weeks preceding a Primary or General Election but may be done at any point throughout the year as well. It’s an introduction for new voters and nonvoters alike. Students will start with a discussion of historic voting rights and disenfranchisement policies and evaluate them in a timeline activity. Students will learn about the role of political parties, take a quiz to identify which parties are closest to their beliefs, and eligible students will have the opportunity to register to vote during class time. Students will evaluate whether they prefer voting by mail or at their polling place. Students will also research the candidates and ballot questions in the upcoming election and make a “crib sheet” to bring to the polls or share their choices with others.

School Voter Team Action Plan

Table of Contents

STARTING POINTS

Brief Summary of the Unit (including curricular context and goals)

Elections & Voting

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  • What do you need to know to be an informed and engaged voter in every election?
  • How do you differentiate credible from misleading news sources?
  • How can young people encourage their peers to �turnout to vote?
  • How will politicians behave differently toward youth issues if youth begin to vote in higher percentages?

Students will be able to (transferable knowledge):

  • Evaluate the impact of past and present public policy on voting rights suffrage and disenfranchisement of groups of people in the US.
  • Describe and understand parties, candidates, and policies in their ideological context, and to apply that knowledge toward making political choices of party and candidates.
  • Recognize and acknowledge their own confirmation bias and filter bubble.
  • Identify credible news sources on the Internet and social media, as opposed to misleading or opinionated sources.
  • Form and deliver complete arguments and evaluate different ways of casting a ballot in Pennsylvania.
  • Complete a real or hypothetical mail-in ballot application, find their polling place, and make a plan to vote.
  • Make an informed choice about how to vote using reliable evidence.
  • Analyze nonpartisan and partisan sources of information to evaluate the candidates on the ballot.
  • How do the US Constitution, laws, and actions by people affect our ability to vote?
  • Political parties provide a platform for people to support a set of policies that they agree with.
  • Voter registration is an essential step to having a voice in politics and choosing elected officials in a democracy.
  • There are many different perspectives and arguments in politics. Not all of them are backed with evidence.
  • Having a plan to vote greatly increases voter turnout rates.
  • How to participate in the electoral process.
  • Being informed will help you be civically engaged and build your political efficacy.

Essential Questions

Knowledge & Skills (objectives)

Enduring Understandings

Suggested Pacing

Topic 1: Voting Rights History and Policy

Topic 2: Political Parties and�Voter Registration

Day 1

Day 2

Day 3

Day 4

Day 5

Topic 3: Media literacy, seen through the mail-in voting debate

Day 6

Day 7

Day 8

Topic 4: Making a Plan to Vote — Applying for a�Mail-In Ballot/Finding Your Polling Place

Day 9

Day 10

Day 11

Topic 5: Researching the Candidates, Making Your Ballot, and the PA Youth Vote Mock Election

Day 12

Day 13

Elections & Voting

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This three-day lesson plan provides a brief critical overview of the history of voting rights in the United States and lays the groundwork for subsequent skill development on how to vote and be civically engaged.

PRESENTATION SLIDES (copy and modify)

Warm-up: Does the US Constitution guarantee all US citizens the right to vote? Explain why or why not. 1. Write down your response and post on Padlet or Jamboard. 2. Discuss responses.

Small Group or Partner Activity: View the chart �“US Popular Vote for President as Percentage of Total Population” (data sources: �US Census Bureau & US Election Atlas)

  • Record the years of the lowest and highest percentage of the US population that voted. �What are the approximate lowest and highest percentages of population that voted?
  • When have a majority of US residents elected a president to office?
  • Describe the trend over time (upward, downward, stayed the same).
  • What events or factors do you think lead to this trend?
  • What years did the percentage decline? What events might have caused this decline?

Comparison of U.S. voter turnout to other democracies around the world: View this report from Pew about voter turnout in recent national elections. Note the comparison chart.

  • What is the difference between voter registration and voter turnout? Why is there such a large gap in the U.S.?
  • Why do you think the United States ranks behind so many other countries in turnout?
  • What policies might help boost turnout in the U.S.?

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Review Key Terms: democracy/democratic, antidemocratic

Check For Understanding: On the Padlet or Jamboard, what questions do you have about �the data?

Individual Homework: Watch, read, or listen to a current news story about voting and elections. Write down new vocabulary and questions to ask. Summarize the news item through the lens of democracy. Analyze a law, policy, event, or action in the news and explain whether it is democratic or antidemocratic.

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Topic 1

Voting Rights �History & Policy

3 DAYS

Day 1

TOPIC 1: Voting Rights History & Policy

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Warm-up: View pie chart “2016 Eligible Voters.” What observations can you make? Who did the plurality of eligible voters choose? What questions do you have? Have a brief discussion about the popular vote and the Electoral College, the difference between a majority and a plurality, and the impact that nonvoters and minor party voters can have on elections.

Review Key Terms: franchise/disenfranchise, suffrage, voter suppression, plurality (vs. majority), popular vote, Electoral College

Group Activity: Students analyze a clause in the US Constitution or federal law. Discuss in groups: Does the clause or law extend voter rights to, or disenfranchise a group of people? Assign one group member to report back to whole class.

Whole class activity: On Padlet, Jamboard, or Google Doc, create a horizontal timeline with 25-year increments from 1750 to 2050. Students first place their clause or law from the above activity on the timeline. If it advances voting rights, place it above the timeline. If it restricts voting rights, place it below the line. If it does both, place it directly on the line.

Individual work/Homework: Students use selected resources to analyze other clauses, laws and events that impacted voting rights. Then they place 3 to 5 items on their T-charts and explain why it advances or restricts voting rights.

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Optional activity: Give students a sample literacy test given to Black residents attempting to vote in the late 1950s or early 1960s. Tests collected by the Bay Area Veterans of the Civil Rights Movement.

Day 2

TOPIC 1: Voting Rights History & Policy

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Warm-up: Watch, read, or listen to a current news report about one of the following issues: election security, voter fraud, voting by mail, voter suppression, voter ID law. How do you think viewpoints on these issues are affected by political ideology and the bias of the author/source? Optional: Display the Media Bias Chart to facilitate discussion.

Whole Class Activity: Open the timeline created the previous day and ask students to place the new items they analyzed onto the timeline. Discuss whether these are democratic or antidemocratic. Zoom out and review the whole timeline with the class. 

  • What groups of people were/are denied the right to vote, including propertyless people, �African Americans, Native Americans, Asians, Latinx, women, people with disabilities, teens, homeless, non-English speaking, and convicted felons? We are often taught that the US is a “bastion of democracy,” and in fact, democracy has been extended to more citizens over time if measured by suffrage. Why have antidemocratic laws and policies been a consistent feature? Who do they benefit? 
  • Ask what students know about current election laws, policies, and issues (from day 1 �homework), for example: Who can and cannot vote in Pennsylvania, voter registration, voting by mail, voter-ID laws, purging voter rolls, opening/closing polling places, staffing polling places, signature match, etc. Add them to the timeline. 
  • Which groups of people still cannot vote? How might people that cannot vote be civically �engaged? Which groups of eligible voters are disproportionately impacted by antidemocratic laws and policies?

Authentic Performance Task: Use the Voting Rights Lab (VRL) to analyze a current election bill in the Pennsylvania General Assembly. 

Students open State Voting Rights Tracker - Pennsylvania

  • Scroll through existing laws and discuss some of them with the class.
  • Click “See All PA Bills.” 
  • In the filter category, select the "Bill Impact" box. Show students the number of bills in each category. (Improves Voter Access / Election Administration, Mixed, Neutral, Restricts Voter Access / Election Administration).
  • Choose one bill that either improves or restricts voter access (not mixed or unclear). Click on the bill to see a pop-up window with the VRL summary. Read the summary and have a short discussion about why VRL categorized the bill that way. Click on “Bill Text” to see the full bill.
  • Ask students to choose a bill on their own and follow the same procedures. Complete a bill evaluation:
  • Bill number, name, and a brief summary of what the bill proposes.
  • What is VRL’s assessment of the bill (pro/anti-voter), Why?
  • Do you agree or disagree with VRL? Why?
  • Ask students to write a letter or email to their PA Representative or Senator in support or opposition to a bill they researched. Use the PA General Assembly Find Your Legislator tool to get the names and addresses of lawmakers.
  • Reflection/extension activity: If you were an elected official, what laws or policy would you �like to see implemented to the Voting Rights Timeline between 2020 and 2050. Would it increase or decrease suffrage and democracy?

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Day 3

TOPIC 1: Voting Rights History & Policy

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This lesson is designed for students to learn the process of becoming an informed voter, and if eligible, to actually complete the process by the deadlines before the election. This will include several “light” lessons on ideology, parties, branches of government, and elected offices to help prepare voters. These topics will be given more robust treatment in later units. Students that are not eligible to vote too can learn and engage in ways that can have an impact.

PRESENTATION SLIDES (copy and modify)

Warm-up: Watch: Bryan Stevenson: “Exercise Your Right to Vote” (2 minutes) Ask: What steps do you have to take to vote? How do you make an informed vote? What are other ways to be civically engaged, make your voice heard, and advocate for policies that you believe in?

Review Key Terms: ideology, political party, liberal, conservative, left, right, moderate, closed primary, open primary

Quick Write: What is in the news that catches your attention? What do you care about? What makes you angry? Sad? Happy? Frustrated? What do you support? What are you against? What needs to change?

Small Groups: In breakouts, share what you wrote, then discuss: How can elections impact these issues? What are the differences between candidates and parties? What if my candidate or party loses the election—was it a waste of time? Why or why not? What if I can’t vote? How else can I have an impact?

Whole Class Instruction: What are ideologies and political parties and which do you know about? Discuss what ideologies and political parties are and what roles they play in US government and politics. (This will be a relatively cursory discussion because ideology and parties will be covered in greater depth in a later unit). In your notes, jot down a description of your ideology and the parties you think you most agree with, and most disagree with.

  • Important: Discuss open and closed primaries. Be sure that students understand that Pennsylvania currently has a closed primary, and that if they register to vote with a third�party or unaffiliated, they will not be able to vote for candidates in the Democratic or Republican Primaries. Voters may change their party affiliation at any time before the voter�registration deadline simply by re-registering to vote and checking the “Change of Party” box.

Check for understanding: Ask students to describe the ideologies of several public figures or political parties and have them place them on a left/right continuum on a Google Doc, Jamboard, or Padlet. Students will disagree as to placement, but it’s the discussion that is important.

Homework/Asynchronous: Ask students to complete the ISideWith.com Quiz (approximately �20 minutes). This is a nonpartisan quiz that asks students a series of questions about issues. �The results show the students which parties and candidates have platforms most similar to their beliefs. It’s optional to register and log-in, but doing so will allow students to return to the quiz �to update answers, view results, and see sample ballots for future elections. The main focus now �is on political parties, so that students that register to vote may make an informed choice.

Ask students that are eligible to vote in the upcoming election (US citizen and 18 by Election Day) to bring their PennDOT ID, driver’s license, OR (if they don’t have state ID) their Social Security Number to the next class. They will need at least one of these to complete the voter registration form.

Topic 2

Political Parties & �Voter Registration

2 DAYS

Day 1

TOPIC 2: Political Parties & Voter Registration

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Warm-up: ISideWith.com class results. Create an anonymous survey using Google Forms. Choose “Multiple Choice” and add “Democratic,” “Republican,” and “other.” Optional: Add a short answer question about which “other” parties to discuss the minor parties. In “Settings” be sure “Collect email addresses” is NOT checked and check “Limit to 1 response.” 

Ask students to complete the survey. Click “Responses” and display the pie chart as students are responding. Students do not have to reveal their party, but some may choose to do so. Discuss: What party has the most support among our classmates? Which has the least? Do you agree with ISideWith’s pick for your top party? Why or why not?

Review Key Terms: major party, minor party (third party), two-party system, primary election (open and closed primaries), general election, spoiler effect

Whole Class Instruction: What’s the point of voter registration? Why isn’t it automatic when you turn 18? Voting and election laws are created by states, and as long as they don’t violate the US Constitution or Federal Laws such as the Voting Rights Act, states get to decide the methods of voting and to establish security measures to guarantee accurate election results. 

Optional Reading: Debunking the Voter-Fraud Myth

Authentic Performance Task/Whole Class Activity: How to Register to Vote! �[All students can participate in this activity, whether they are eligible to vote or not. Students that are eligible (a US citizen that will be 18 by the next Election Day) may click the “Submit” button at the end of the form. Students that are not eligible to vote in the upcoming election may complete �a mock form, and not click “Submit”, or the teacher may complete a mock form and display their screen to the class.]

Screen 1: Students may click “Online voter registration” link.

Screen 2: Your Basic Info: First and Last Name (exactly as written on PennDOT ID �or Social Security Card)

  • Eligibility check boxes: US citizen and 18 by next election (Students that are not should �not check these boxes, just move to the next line)
  • Reason: Click “New Registration”
  • Date of Birth
  • Sex (items marked in red or with an asterisk are required, some are not if you’d rather not answer)
  • Race (optional): This data is used better understand which groups are voting.
  • Phone and text messages: Optional but recommended to get important nonpartisan�election and voting information.
  • Home Address: “Unit Number” can be a floor or apartment number.
  • County and Municipality
  • Identification: If you have a PennDOT ID or Driver’s License, use the 8-digit number from that card. Your signature will be taken from PennDOT records or check “I don’t have a PennDOT Number.” If you’re on a touchscreen device, click “Provide Signature” and sign inside the box with a stylus or your finger and click “Done.”

Day 2

TOPIC 2: Political Parties & Voter Registration

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  • Enter the last-4 digits of your Social Security Number.
  • Political Party: It’s important to let students know they can choose any party or “none,” but only Democrats and Republicans can vote for candidates in the primary elections each spring. 
  • Review & Confirm: Check to make sure all the info you entered is correct.
  • Read the “I declare that...” statement.
  • Students that are eligible to vote should check “I confirm…” and �“Finish your voter registration...”
  • Students that are not eligible should NOT check these last boxes.

Congratulations! I Registered to Vote sticker

  • Students should check their email for confirmation that their registration was submitted.
  • It takes about 2 weeks for registrations to be processed. Then students should check their voter registration status here: Vote.PA.gov/Status.

Check for Understanding: Ask students what’s next in the process. Possible answers: check registration status, apply for a mail-in ballot, find your polling place, apply to work at the polls, learn about the candidates, make a sample ballot.

Extension Activities: 

  • Organize a peer-to-peer voter registration drive at your school. Connect with PA Youth Vote to help your students organize their drive. 
  • Apply for your school to receive the PA Governor’s Civic Engagement Award for Voter Registration. The Gold Level Award, for example, is presented to schools where 85% of eligible students are registered to vote. Student ambassadors and the school will receive a plaque and certificates from the Secretary of State at a regional recognition event.
  • Students, US citizens 17 and older, may apply to be paid poll workers on Election Day, post on social media, and report back to the class. Students can earn up to $250 for their training and service on Election Day!

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TOPIC 2: Political Parties & Voter Registration

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In this lesson, students take a deeper dive into the current election policy discussion. It’s important �to update the sources with the most recent news articles and to take time for discussions of media bias and disinformation.

PRESENTATION SLIDES (copy and modify)

Warm-up: We have two options for voting in Pennsylvania: Vote in-person (at your polling place) or vote with a mail-in ballot. Create a T-chart with these two options and ask students to post reasons for choosing each one. Then ask students to write which they would choose if they had the option and give a few reasons why.

Review Key Terms: ward, precinct, division, polling place, absentee ballot, mail-in ballot, poll worker, voting machine, provisional ballot

Quick Write: What is in the news that catches your attention? What do you care about? What makes you angry? Sad? Happy? Frustrated? What do you support? What are you against? What needs to change?

Whole Class Instruction: Each state makes its own election laws, so every state is different �[Refer to the Election Clause of the US Constitution in the prior timeline activity]. Pennsylvania divides voting areas up into wards and precincts/divisions). 

  • Each precinct/division is just a few blocks and has a polling place where those 500 or so�neighbors can cast their ballot each Election Day in the spring and fall. Each polling place is�staffed with local citizen poll workers and has electronic voting machines used to collect votes. Students that are US citizens, 17 or older can apply for paid positions to be poll workers on Election Day!
  • In 2019 the Governor of Pennsylvania signed Act 77 into law, allowing voters to request a �mail-in ballot for any reason. This is known nationally as a “no-excuse mail in ballot” and many states permit them. Prior to Act 77, PA voters had to provide an excuse, such as illness or being away from home to request an absentee ballot. (Both mail-in and absentee ballots are still available, but they are effectively the same. Generally, voters living at home should request the mail-in ballot option - Vote.PA.gov/MailBallot).
  • Another option, the provisional ballot, should only be used as a last resort. You can request a provisional ballot at your polling place on Election Day if you believe you’re eligible to vote, but there is a problem with your mail-in ballot, you lost it, it was damaged, or you’re not in the poll book as a registered voter at your polling place. Provisional ballots are often not counted unless a race is very close. Then the Board of Elections will then investigate to see if your provisional ballot can be counted.

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Topic 3

Media Literacy, demonstrated

by the mail-in voting debate

3 DAYS

Day 1

TOPIC 3: Ways of Casting Your Ballot

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Reading Activity & Debate: Since 2020, there has been a public disagreement between groups claiming rampant vote-by-mail fraud and favoritism toward one party, and groups claiming voting by mail is safe and nonpartisan. Assign students selected readings to explore these controversies (asynchronous). Then have students debate the various positions on these issues (synchronous). A sampling of readings is included below, and current readings can be added by teacher and students.

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Media Analysis: Use the Media Bias Chart to help students understand the context and bias of news sources. How does the bias of the news source correspond to their positions on these issues? What sources and statements are credible and which are not? How can you tell?

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TOPIC 3: Ways of Casting Your Ballot

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As demonstrated yesterday, there are many sources available to news consumers. It’s important to note that much of this information is largely trustworthy. These lessons look to build skills for identifying credibility, rather than encouraging students to be skeptical of everything they read. How do they know which sources are credible and fact-based? Which are misleading or opinionated? These next two days equip students with skills to evaluate news sources on social media and beyond and to build a balanced media diet.

Warm-up: Did you hear that Wawa/Sheetz is opening a sit-down restaurant? Choose the regionally appropriate store and display its accompanying fake tweet. Allow responses. Ask students if they are surprised by this information or if they already knew it? When it makes sense to interject that this may not be true, do so, prompting students to consider how could it be on a site like Twitter if it isn’t true?

Review Key Terms: confirmation bias, filter bubble

Whole Class Instruction:

We recommend two lessons from Common Sense Media to teach skills of recognizing confirmation bias and breaking one’s social media filter bubble. You can access the entirety of Common Sense Education’s resources for teaching digital citizenship and media literacy with the creation of a free account. While these lessons are for different age ranges, we find them useful and easy to adjust to any level.

CHALLENGING CONFIRMATION BIAS (three activities, 15 minutes apiece) - This lesson helps students be aware of this type of bias and avoid a common pitfall that leads to questionable conclusions.

FILTER BUBBLE TROUBLE (three activities totaling 50 minutes) - Americans are increasingly sorting themselves into geographical and ideological bubbles. How do we recognize and puncture these bubbles?

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Thank you to our partners at the Pitt Disinformation Lab for their consultation on the collection of these resources.

Day 2+

TOPIC 3: Ways of Casting Your Ballot

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The second part of this media literacy section could take up to 1-2 days as well. These two lessons focus on finding credible news on social media.

We recommend using these two lessons from Common Sense Media together to teach about the skills of finding credible news on social media.

Review Key Terms: credibility, misinformation, corroboration

Whole Class Instruction:

FINDING CREDIBLE NEWS (three activities totaling 45 minutes) - This lesson helps students evaluate the credibility of what they are reading online.

IS BREAKING NEWS BROKEN ON SOCIAL MEDIA? (two activities totaling 30 minutes) - When something trends on social media, it’s easy for users to draw immediate conclusions. Are those always the right ones? These activities help students think before they share.

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Another very good, interactive lesson comes from the News Literacy Project and their Checkology curriculum, which is available for free with a login.

PRACTICING QUALITY JOURNALISM (40 minutes) – This lesson helps teach the standards of quality journalism that trustworthy news sources abide by. Students will play the role of a reporter in a game-like simulation of a breaking news event.

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Note for educators: There are many excellent free resources available to support teaching media literacy in the classroom. C70 compiled a media literacy resource library, and we highlighted a few exemplary lessons that we believe are especially useful in a civics educational setting. These lessons were chosen for their ability to build the knowledge and skills needed to be a civically engaged young person.

Thank you to our partners at the Pitt Disinformation Lab for their consultation on the collection of these resources.

Day 3+

TOPIC 3: Ways of Casting Your Ballot

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This lesson is designed to help students gain valuable civic skills to build a lifelong habit of voting. Students should be given the opportunity to apply to vote by mail and to find their polling place. Making a “plan to vote” has been scientifically proven to increase voter turnout.

PRESENTATION SLIDES (copy and modify)

Warm-up: Put students into small group and ask them to discuss their responses to the previous lesson on voting by mail. Will you, or would you cast your ballot in person, or by mail? What are the reasons for your choice.

Review Key Terms: mail-in ballot, polling place, poll worker, City or County Commissioners, satellite election office, drop box

Authentic Performance Task/Whole Class Instruction: Explain that over the next 2-3 days, we will learn the various ways that voters can cast their ballot and students can make a plan (real or hypothetical) to vote. On Day 1 students will learn how to apply for a mail-in ballot and several possible ways of returning a completed mail-in ballot. On Day 2 students will learn how to find their polling place and make a plan to vote on Election Day. Those who aren’t yet eligible to vote will make a plan to help their older family members cast their ballot. Eligible students can apply to be a paid poll worker. All students will be asked to make a social media post (real or hypothetical) about why it’s important to vote, or why they plan to vote themselves. 

  • Important: Eligible voters will have the opportunity to actually apply for a mail-in ballot. If they choose to vote in person, they should not submit a mail-in ballot application. 
  • Important: This lesson should be done at least two weeks before the election to ensure that eligible voters can complete the process before the deadline. 
  • Check for prior knowledge: If you vote by mail, why is it important to apply early?
  • View the image: Flatten the Ballot Request Curve Is this a graph based on data or research from a reputable source? What idea does the image convey? What is the purpose of it? Do you agree with the purpose of the image? The image is not an actual graph, but an image in the style of a graph to convey an idea and prompt action by the viewer—in short, it’s propaganda. Have a discussion on the purpose and value of propaganda.

Asynchronous Reading/Homework: Philly is about to get $10 million for mail ballot drop boxes, early voting, and raises for poll workers–Jonathan Lai, Philadelphia Inquirer, August 26, 2020 [PDF copy used with permission from the Philadelphia Inquirer]

Discussion Questions:

  • The author states, “...in November the city will essentially have to run two elections, at �the same time, on an unprecedented scale….” What is meant by this statement and what �does it mean for voters?
  • Define “satellite election office’ and “drop box.” What will they allow voters to do?
  • What problems were revealed by the June 2020 Primary Election “stress test?”
  • What arguments might supporters and opponents of drop boxes and satellite election �offices raise? 
  • Is there evidence that supports fears of widespread coordinated voter fraud?
  • What security measures should be put in place to allay such fears?

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Topic 4

Making a Plan to Vote: Applying for a �Mail-In Ballot/Finding Your Polling Place

3 DAYS

Day 1

TOPIC 4: Making a Plan to Vote

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Warm-up/Check for Understanding: Discuss the homework reading in breakout rooms, or as a whole class. What are the best solutions to the problems described in the article and the issues we discussed previously.

Authentic Performance Task/Whole Class Activity: Applying for a Mail-In Ballot: Students that are actually applying to vote by mail will need a PennDOT ID or driver’s license to apply online, or their Social Security Number (last 4 digits).

  • Students that are not eligible to vote, or who wish to vote instead in person, should complete, but not submit, the paper application (Option 2 below).
  • Students go to Vote.PA.gov/MailBallot, the website of the Pennsylvania Department of State. They are in charge of the statewide regulatory administration of voting and elections. They pass on discretionary power locally to County Boards of Elections and Commissioners. The County Commissioners are elected officials in charge of elections in the city.
  • Click “Mail-in & Absentee Ballots.”

Check for Understanding: Ask students to read the first section and ask them, What is the�difference between a mail-in and absentee ballot? Which do you choose? In almost all cases, students should select “Mail-in Ballot.”

To apply for a mail-in ballot, eligible students have two options:

Option 1: apply for a Mail-in Ballot Online: �Students should use this option because it is fast, accurate, and the most efficient way to apply. They need a PennDOT ID, driver’s license, or Social Security Number. On Vote.PA.gov:

  • Scroll down to Option 1 and choose language Vote.PA.gov/ApplyMailBallot / �Solicite la papeleta de voto por correo
  • Applicant Information: Name (exactly as it appears on your PennDOT ID), Date of Birth. Phone Number and Email are optional, but HIGHLY RECOMMENDED so you can be contacted if there’s a problem and the state can send you updates about your ballot.
  • PennDOT ID number or Social Security Number
  • If students do not have a PennDOT number, they will have to take a photo of their �signature and upload it.
  • Current Address (the residence where you actually live)
  • Mailing Address (if different from your residence, for example a PO box. If it’s the same, click “Same as above”)
  • Annual Mail-in Ballot Request: If you would like to apply to receive mail-in ballots for the remainder of this year and if you would like to automatically receive an annual application for mail-in ballots each year, please indicate below. (Choose this to receive both your primary�and general election ballot by mail in one calendar year. Since the 2023 primary election �has already passed, this option is moot. You’ll have the option to reapply to be on the annual mail-in ballot list again in 2024. But you can still apply for a mail-in ballot for the 2023 General).
  • Declaration: Read and sign (if true)
  • Review and submit 

Day 2

TOPIC 4: Making a Plan to Vote

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Option 2: Apply for a Mail-in Ballot by mail (paper application):

  • If you have a printer: Scroll down to Option 2 and choose language.
  • Mail-in Ballot Application (English)
  • Mail-in Ballot Application (Spanish)
  • Type onto the fillable form everything below except your signature before printing.

If you don’t have a printer: Have a paper application mailed to you:

  • Complete the online request form to have a paper application mailed to you.
  • Print your name (NEATLY, and exactly as you registered to vote) 
  • About you: Date of Birth is required. 
  • Phone Number and Email are optional, but HIGHLY RECOMMENDED so you can be contacted if there’s a problem and the state can send you updates about your ballot.
  • Your Address (the residence where you actually live)
  • Where to mail your ballot? (if different from your residence, for example a PO box. If it’s the same, click “Same as above”)
  • Identification: If you have a PennDOT ID it’s better to use the online application above. Enter the Last 4 digits of your Social Security Number
  • Declaration: Read and sign your signature (if true) 
  • Help with this form: This is only used if you are physically unable to complete and sign �your form. Otherwise, leave it blank.
  • Review the whole form to be sure it’s complete and legible. 
  • Place in an envelope and seal. For the mailing address, find your county’s election office on page 3 of the mail-in ballot application form.
  • Your return address goes in the top left corner
  • A postage stamp must be placed in the top right corner.
  • Bring to the Post Office or drop into a blue USPS mailbox as soon as possible.
  • Your county Election Office will send you a ballot and instructions. Look out for it!
  • In the meantime, you can track the status of your mail-in ballot at Vote.PA.gov/MailBallotStatus
  • You can also research the candidates and questions on the ballot.

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For those too young yet to vote, they can make a plan to encourage their family members to vote:

  • Make sure they have the same voter registration and mail-in ballot information that students have.
  • Students can ask their family members to write down their plan to vote. Will they vote by mail or in-person on election day? Before work? After work? Help them look up their polling place.
  • The student can ask their parent to sit with them as they go over the voter guide and come with them when they cast their vote.

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Check for Understanding: Use thumbs up/down/sideways or posts on a Jamboard to see who understands the process. Be sure students that are applying are able to complete the process.

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Warm-up: Who has gone to vote with a family member (in any country). What happens in a �polling place? Who’s in charge? How do people vote there? Discuss students’ experiences and prior knowledge.

Whole Class Instruction: In the previous lesson, students completed a real or hypothetical mail-in ballot application. In this lesson, they will learn how to complete and return their mail-in ballot, as well as how to find their polling place and to cast their ballot in person. They will also learn how to cast a provisional ballot as a last resort. It’s important to walk students through these processes.

Voting By Mail: 

Watch Video: How to Complete a Pennsylvania Mail-in Ballot

Completing and Returning a Mail-In Ballot: 

  • If you applied early, you should receive your ballot in the mail around the end of September, so research the candidates while you wait. Inside the envelope you will find:
  • Instructions
  • Ballot
  • Secrecy envelope 
  • Outer envelope (addressed and postage-paid)
  • Read the instructions.
  • Fill out your ballot in black ink. Dark blue is okay too, but no other colors are accepted!
  • Fold your ballot and insert it into the secrecy envelope. Seal it.
  • Insert the security envelope into the outer envelope. Seal it.
  • Read and sign the Voter’s Declaration on the back of the outer envelope—CAREFUL—your envelope must be signed and your signature must match your signature the state has on file from PennDOT or your Voter Registration form. Complete the information. 
  • Deliver your completed ballot yourself to a County Election Office as soon as possible, but by 8pm on Election Day at the latest. Ballots delivered after that deadline will not be counted.
  • OR mail your ballot through the US Post Office as soon as possible, but well before Election Day. In order to guarantee on-time delivery the USPS recommends mailing your ballot at least 10 days early.
  • You must mail or deliver your own ballot, unless you are physically ill or disabled.
  • Track the status of your ballot to be sure it’s been received and counted

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Voting in Person on Election Day: 

  • Find your polling place: Your polling location is printed on your voter registration card.�It’s important to check online because many polling locations have changed due to COVID-19. Find your polling location.
  • Polls are open from 7am to 8pm on Election Day.

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Day 3

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  • Make a plan to go to the polls. Research shows that thinking through a plan to vote ahead of time dramatically increases voter turnout. Some schools will be closed on Election Day, but do you have to work? Do you have childcare, appointments, or other responsibilities?
  • What form of ID will you bring?  _________________________ �Acceptable Forms of ID for First-Time Voters include PennDOT ID, Driver’s License, US passport, Voter Registration Card, student ID. You only need to show ID the first time you vote at a polling place, but it’s always good to have with you.
  • What time of day will you vote?  ________________________ �Allow time to wait in line. Lines are usually longest in the morning and evening, and shortest in the afternoon. You must be in line by 8pm to vote. Stay in line! Your vote is important!
  • How will you get there?  _________________________ �Will you walk, skate, ride, drive, use public transit, mosey, or sashay? 
  • Who will you bring with you? ___________________________ �Go with friends or family. Bring younger siblings or cousins. They love to push the buttons and get a sticker (as long as you make the choices).
  • Go VOTE!
    • Take an “I voted because ____” selfie for Instagram and tag @PAyouthvote and @CommitteeOff70

Voting with a Provisional Ballot: 

  • Problem voting? If for any reason you are told you cannot cast a ballot, and you believe you are eligible, ask for a provisional ballot at your polling place. The Judge of Elections must allow you to vote provisionally. You will be given a paper ballot to complete in the polling place. If the election is close, voters that cast provisional ballots will be investigated for eligibility and their votes will count if valid.
  • Call the Election Protection Program 1-866-OUR-VOTE (1-866-687-8683) if you need help, if someone is denied the right to vote, or if you observe or suspect any wrongdoing in a polling place or with regards to mail-in ballots.
  • English: 866-OUR-VOTE  (Lawyers’ Committee for Civil Rights Under Law)
  • Spanish/English: 888-VE-Y-VOTA  (NALEO Educational Fund)
  • Arabic/English: 844-YALLA-US  (Arab American Institute (AAI)
  • Asian Languages/English: 888-API-VOTE  �(APIAVote & Asian Americans Advancing Justice (AAJC)

Check for Understanding: Don’t let anything stand in your way! Quiz or activity: Pose common roadblocks and problems and ask what students should do to make sure their vote is counted, for example:

  • You don’t have a PennDOT ID.
  • Your mail-in ballot never came.
  • Your name isn’t in the book at your polling place.
  • Your boss says you have to work a double shift on Election Day.
  • The poll worker says your signature doesn’t match and you can’t vote.
  • The line is crazy long.

Homework: Watch video: Poll Worker Emergency: Young People Needed  �Why is there a need for young people to work the polls?

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In this lesson students will distinguish between nonpartisan and partisan sources of information �about candidates. Students will learn to use both types of sources to help make informed decisions and their own personal voting guides.

PRESENTATION SLIDES (copy and modify)

Warm-up: Who’s running for office this May? What offices? What candidates? What do you know about them? Why are they important? Discuss down ballot races and the role state legislatures play in redistricting and making the laws that affect us on a daily basis.

Review Key Terms: office, incumbent, challenger, down ballot races, opinion polls, ballot question, partisan, nonpartisan, federalism, branches of government. executive, legislative, district, redistricting, Senator, Governor, minor party, independent, spoiler effect, Committeeperson.

Whole Class Instruction: Before going to the vote, it’s important to learn about the candidates so you can be an informed voter. There are usually a lot of candidates and offices you’re less familiar with than the presidency, so you’re allowed to bring along a personal “cheat sheet” or voter guide with the candidates you’ve chosen. In this lesson, we’ll learn where to find partisan and nonpartisan sources of information so you can evaluate the candidates and make informed choices for your own voter guide. 

Authentic Performance Task: Who’s on my ballot? Part 1: Finding nonpartisan information about candidates

If you’re in southeastern PA, to the Committee of Seventy ballot tool and enter your email and your home address. Explain that this is an example of a nonpartisan source, and we’ll look at partisan sources later. If you’re not in Southeastern PA, use Vote411.org.

  • Click the “Sign Up” button to create a free account.
  • On the left side of the screen there are drop down menus for Federal, State, and Local Candidates. Explain the concept of federalism, or federal system of government.
  • Click the Federal Candidates menu and “President of the United States.” Read the “About” section. What does it tell you about this office? Discuss branches of government.
  • Click the candidates. What can you learn about them? 
  • On a Google Doc or clean sheet of paper, make a T-chart labeled with each office and add information about the office, the candidate’s names above the columns. There are also�several minor party candidates that can be added later if they choose. Students write down�the information about each candidate that they feel is important. They will add information�from other nonpartisan and partisan sources later.
  • Click “Next Office” in the top-right corner. This will take them to candidates for the US House of Representatives. Ask students who the candidates are. Do you all have the same candidates listed? Why or why not? Discuss political districts. What congressional district do you live in? Read the “About” section, read about the candidates, and create a new T-chart for Congressperson.

Topic 5

Researching Candidates, Making Your Ballot, PA Mock Election

2 DAYS

Day 1

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  • Click “Next Office” and repeat the T-chart procedure for each office. They should include information about the offices they are unfamiliar with. 
  • What is your PA Senate district? What is your PA House district? Who is the incumbent? �Who is/are the challenger(s)? What is a ballot question? Are there any on the ballot? 
  • Discuss: Are any races uncontested? Are there any offices not on the ballot? Why not?

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Go to the your county elections webpage for a complete list of candidates for office. For example, do a web search for “Philadelphia City Commissioners list of candidates for office” if you are in Philadelphia. This list has every candidate on your county’s ballots. Are there any other candidates listed in your districts? Discuss minor party and independent candidates. What impact could they have on the election? Discuss the spoiler effect.

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Homework: Go to the nonpartisan page Ballotpedia and enter your address or the names of the candidates on your ballot. Read about each candidate and add information to your T-charts. Another optional nonpartisan source is Vote411.org.

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Warm-up: Jamboard/Padlet or discussion: What info from the nonpartisan info do you think is most important in choosing who to vote for? Students might say party, experience, race, gender, occupation, sexual orientation, military, etc.

Whole Class Instruction or Asynchronous: Now that you’ve explored nonpartisan sources, it’s time to dig into their policy actions and statements on issues you care about. For this we can use candidate campaign websites, candidate social media links, party websites, and political action committee sources.

Authentic Performance Task: Who’s On My Ballot? Part 2: Finding partisan information about candidates: 

  • Return to the Committee of Seventy ballot tool, Vote411.org, and/or Ballotpedia. Find the official website for the candidate (below the candidate’s photo). Search the website for�positions or platform statements on the issues you care about. Add to your T-charts. Do�the same using their social media links and organizations that support and oppose them.
  • Repeat this process for each office and candidate on your ballot.
  • Circle and make notes or “+” and “-” symbols next to the most significant items on your�T-charts. Is there a clear choice of candidate, or do you need to do more research to decide?

Making Your Personal Voter Guide

  • Return to the Committee of Seventy ballot tool and sign in.
  • Use your T-charts to select the candidate you will or would vote for. Click “Add to my ballot.” Repeat for each office for which you’ve made your decision. 
  • Is your ballot complete? Click “Email ballot” or “Print ballot” to get your personal voter guide or “cheat sheet.”
  • When you receive your mail-in ballot, or when you go to the polls, use your guide on paper or your phone to make your choices! 

Check for Understanding: Discuss and debate candidates. Teachers may also wish to check T-charts for completion.

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PA Student Mock Election: Up to one week before Election Day, students can participate in the PA Youth Vote Mock Election. C70 will produce custom paper or online ballots for any school that participates, with the actual candidates for every office included. A comprehensive set of instructions is included as well. Students vote and teachers report results to Committee of Seventy to tally statewide results.

If you are interested in participating in the mock election, visit this link.

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An interesting video, from our partners at the Pitt Disinformation Lab: Behind The Ballot: Why Does It Take So Long to Count Votes in Pennsylvania? (4 minutes on YouTube)

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Day 2

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  • Voter registration
  • Voter registration can be done on a paper form, or online and is available in Spanish, Chinese, and Vietnamese. 
  • The US Election Assistance Commission provides voter registration forms in 15 languages.
  • The US Election Assistance Commission provides Voting Accessibility Resources.
  • State and local government websites with election information, Vote.PA.gov and Vote.Phila.com, can be translated into many languages by clicking the “Translate” or “Select Language” menu at the top/right corner of each website. 
  • Voter Protection Hotlines are available in several languages:
  • Spanish/English: 888-VE-Y-VOTA  (NALEO Educational Fund)
  • Arabic/English: 844-YALLA-US  (Arab American Institute (AAI)
  • Asian Languages/English: 888-API-VOTE  (APIAVote & Asian Americans Advancing Justice (AAJC)
  • Mail-In Ballot applications are available in Spanish and Chinese.
  • Students without PennDOT ID can download and print a paper Mail-In Ballot application in English or Spanish.
  • Be aware that some students in our classes are not US citizens. While some students are not eligible to vote, �all students can engage in the lesson and be civically engaged in communities and the democratic process.
  • Modifications can include:
  • Students complete mock PA voter registration and mail-in ballot forms.
  • Students research offices and candidates to inform their peers and community members.
  • Students research the resources available to access federal, state, and local government services, including the election process, in different languages.
  • Students seek available translation and interpretation services.
  • Students research and create a guide to become a US citizen, or the pros and cons of becoming a US citizen. 
  • Students research requirements for foreign nationals living in the US to cast a ballot in their home country.
  • Students that don’t have voting rights do have First Amendment rights including freedom of expression.

Extension Activities

Modifications and Additional Supports for Diverse Learners

Extension Activities

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  • 5.1.C.C. Evaluate the application of the principles and ideals in contemporary civic life. 
  • 5.2.12.A. Evaluate an individual’s civil rights, responsibilities and obligations in various contemporary governments. 
  • 5.2.C.D. Evaluate and demonstrate what makes �competent and responsible citizens. 
  • 5.3.12.H. Evaluate the role of mass media in setting public agenda and influencing political life.
  • CCSS.ELA-LITERACY.RH.11-12.1 

Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific to an understanding of the �text as a whole.

  • CCSS.ELA-LITERACY.RH.11-12.2 

Determine the central ideas or information of a primary �or secondary source; provide an accurate summary that makes clear the relationships among key details and ideas.

  • CCSS.ELA-LITERACY.RH.11-12.6 

Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.

  • CCSS.ELA-LITERACY.RH.11-12.7 

Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address �a question or solve a problem.

  • CCSS.ELA-LITERACY.RH.11-12.8 

Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.

  • 10. Students will examine diversity in social, cultural, political and historical contexts rather than in ways that are superficial or oversimplified.
  • 12. Students will recognize unfairness on the individual level (e.g., biased speech) and injustice at the institutional or systemic level (e.g., discrimination).
  • 13. Students will analyze the harmful impact of bias and injustice on the world, historically and today.

Standards

PA State Standards

Common Core Standards

Learning for Justice

PA State Standards

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