The Georgia Social Studies Journal
Fall 2012, Volume 2, Number 2, pp. 38-45.
Georgia Council for the Social Studies
We the future: Teaching students about presidential elections.
Jeremiah C. Clabough
The University of Alabama at Birmingham
Thomas N. Turner
The University of Tennessee
Gary W. Cole
Sequoyah High School (Madisonville, TN)
This article explores four approaches and multiple activities for teaching about presidential elections.
The activities presented focus on getting to know the candidates, knowing and understanding the
issues important to the election itself, learning about the stance of each candidate on the issues, and
understanding the national election process for the presidential election. The activities included in
this article are: Charting the Desirable Traits of the President, Learning about the Electoral College,
Getting to Know Each of the Candidates, “Pants on Fire” Awards for candidates who make inaccurate
statements; and Presidential Speed Dating, a center-based look at how individual candidates stand on
the issues. Each of the activities is described with attention paid to how teachers can implement them
in the classroom.
If we fail at preparing students to be good citizens, schooling itself breaks down. It has no value,
no purpose, and no use—for the society itself cannot survive. In Defining the Social Studies, one of
the most often cited books in social studies education, Barr, Barth, and Shermis (1977) contended
that the central purpose of the social studies is citizenship education. Teaching our children to be
good citizens is the quintessential mission of school and of the social studies. If they grow up to be
geniuses in the arts, science, and math, without the passionate, concerned, responsible caring of
good citizens, schools have totally failed and we have left all children behind.
Being a good citizen in American society does not mean thinking exactly like the President,
always agreeing with the laws Congress passes, or the decisions of the Federal Courts. What it does
mean is thinking for oneself, participating as an informed voter in elections, and knowing when and
how to protest or to support the government in legal responsible ways. Kahne and Middaugh
(2006) have pointed to two types of problematic citizens. In particular, they caution against
passive and blind patriots. The former are inactive and unengaged as citizens. The latter are
blindly committed to unreasoning support of the existing government. For the vitality of a
democracy, it is important to have healthy discussions on political issues with different
perspectives (Hess & Ganzler, 2007). According to the Citizenship Education Foundation (2012),
citizenship education is about enabling people to make their own decisions and to take
responsibility for their own lives and their communities. Nowhere are we reminded more of this
than that period every four years when we prepare for presidential elections. At this time, we are
dealing with what Ben-Porath (2012) terms as citizenship as shared fate. Ben-Porath means that
democracy requires the citizens to realize that their own future is tied to that of the country.
Hanson and Howe (2012) have discussed the important role of deliberative participation in civic
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education arguing that such participation develops emotional connections and critical thinking.
The elections as one such form of deliberative participation demand the attention of all citizens
because the outcomes will impact them. Haas, Hatcher, and Szymanski Sunal (2008) pointed out
that even primary children are both capable and need to have participatory activities in relation to
elections.
The campaigning, the emergence of people who want to be president, the conventions, and
the election results are rich and exciting opportunities for teachers. By helping students connect to
candidates, the classroom teacher can encourage young people to shake off the political apathy that
increasingly plagues modern American citizens (Kahne & Middaugh, 2006). Using reliable, highquality websites in conjunction with time-tested pedagogical techniques, teachers can make a
difference in the civic lives of their students. This process opens the door for students to learn
about being active citizens. The purpose of the remainder of this article is to provide some
experience-based ideas for active learning about presidential elections.
Teaching about the Election
Any number of activities may be designed to teach about the elective process itself.
However, one of the life skills that students need to learn most is how to decide among candidates.
Both the NCSS position statement on Creating Effective Citizens (NCSS, 2001) and the NCSS Social
Studies Standards (2010) address civic responsibility, which includes being an informed
participating voter. Kahne and Middaugh (2006) found high school seniors remain passive patriots
at best near the culmination of their secondary education. When discussing the concept of being a
patriot, we advocate going past a blind adherence to the righteousness of the United States to an
approach that critically examines the complexity and contradictions in our democratic institutions
(Westheimer, 2007). Activities which encourage students to think and act in relation to the election
are likely to build more active citizens.
According to Neumann (2012), candidates typically go through three phases: take the moral
high ground; start making nasty allegations; talk about the mean spiritedness of the campaign (p.
178). How can students be lead to see this? In order to help students get beyond the rhetoric,
teachers will first create a chart similar to the one shown here. They could use this chart as a model
but they would need to define and discuss the items on it. Then, students could brainstorm other
qualities that they want in a candidate. Wise teachers will be careful of being overly critical of
student ideas, even when they do not fit their own more informed, adult views.
Trait
Weak
Moderate
Has the skill and
character to be an
effective president
Personality
Speaking skill
Logic and ability to
reason
Looks presidential
Honesty and integrity
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Strong
Very Strong
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Ability to get along
with others
Experience
Convincing and
Winning
Media Presence
Positions on Issues
(Add particular
interest of concern to
students)
Once the chart has been developed and edited, students need to research the various
candidates for president. They can use their research to evaluate the variety of individuals seeking
party nominations. This allows students the opportunity to follow their favorite candidates
through the primaries and to the national convention, mapping what happens to the candidates
using a line graph to show their polling. This process can be duplicated with the two major party
nominees that emerge.
Different activities can be used to follow the election itself. Begin by having students in
groups supplied with maps of the United States. Have the groups research and identify the number
of electoral votes that each state gets. Each person within the group is responsible for finding the
number of electoral votes for several states. Students should calculate this from numbering the
senators and representatives each state gets and then filling in the appropriate numbers on the
map. One website to visit is the Electoral College website (NARA, 2012). Then, allow students to
research contributing factors to guess how those states will vote or distribute their electoral
delegates in this election. Middleton (2012) has attempted to explain the interworkings of the
electoral college in a student friendly way. Students can use the computer to find: how each state
voted in the last presidential election or two, how strong the votes were in the primary, and other
factors. Sites include the Red and Blue States Summary, http://www.vaughns-1pagers.com/politics/red-blue-states-summary.htm, (2012) and Historical Presidential Election
Information by State, http://www.270towin.com/states (2012). After students have done their
research, let each group fill in red and blue states, showing their prediction of which states will vote
for the candidates from the two parties. The state maps can be the basis for discussion and debate
among groups. Questions should be raised about the reasons that some states are consistently in
one party and others are not, whether the parties of the governors and senators of a particular state
are reflected in their presidential vote, and the role of the geographic location of a state. The day
after the election students can use the reported election results as the basis to compare their own
predictions.
Getting to Know the Candidates
Increasing diversity and decreasing political involvement make it more important than ever
for teachers to provide ways for students to make personal connections with the candidates (Kahne
and Middaugh, 2006). The “Getting to Know the Candidates” chart allows students to record the
candidates’ personal information and stances on issues.
To get started, brainstorm with students to determine specific personal information they
would like to know about the candidates. Some personal information about the candidate could
include party affiliation, education, previous careers, and political experience. Narrow the list by
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allowing students to vote on the issues for which they want to know the candidates’ positions.
Students might name the economy, immigration, the environment, and energy policy among many
others (See below).
Getting to Know the Candidates
Candidate's Full Name: _____________________________
Place Picture Here
Political Party:_____________________________________
Age:______ Home City and State:_____________________
Previous Careers: ______________________________________________________________
Write one or two sentences describing the candidate's position on:
The War in Afghanistan: _______________________________________________________
_____________________________________________________________________________
The Environment: _____________________________________________________________
_____________________________________________________________________________
The Economy: ________________________________________________________________
_____________________________________________________________________________
Energy Policy: ________________________________________________________________
______________________________________________________________________________
Write a quote from the candidate which represents him or her best.
_____________________________________________________________________________
______________________________________________________________________________
Write 3 sentences telling your opinion of this candidate. Would you vote for this
candidate?____________________________________________________________________
______________________________________________________________________________
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Create the chart with headings and blanks, and add open-ended questions that allow
students to synthesize the information they have found. Some questions the teacher may consider
are: What do you like and dislike about the candidate’s positions? With which of the candidate’s
beliefs do you agree and disagree? The questions should direct, focus, and extend student thinking.
Finally, have students access high-quality websites to complete their charts. The CNN
Election Center (www.cnn.com/ELECTION/2012/) contains biographies, quotes, and the
candidates’ stances on selected issues. The 2012 Presidential Candidates site
(http://2012.presidential-candidates.org/) holds biographical information, but also has a "Head to
Head" comparison page where students can select two candidates and compare them side by side
on each issue. Other presidential websites are characterized by Risinger’s work (2012) and
Clabough and Turner’s work (2011).
By helping students connect to candidates, the classroom teacher can encourage young
people to shake off the political apathy that increasingly plagues modern American citizens (Kahne
& Middaugh, 2006). Using reliable, high-quality websites in conjunction with time-tested
pedagogical techniques, teachers can make a difference in the civic lives of their students.
Pants on Fire Awards
Advertising has long been a key strategy in presidential election campaigns, and historically
candidates have not always been honest in their advertising (Jamieson, 2012). Pants on Fire
Awards is a classroom strategy in which students examine the accuracy of political candidates’
statements in their advertising. It is important that citizens have an informed understanding of
their political candidates’ positions and not be swayed by false accusations. Citizens must critically
examine both the pros and cons of candidates to reach an honest appraisal of a candidate (Kahne &
Middaugh, 2007). Presidential commercials are an integral part of contemporary presidential
elections. Living Room Candidate, http://www.livingroomcandidate.org/ , has collected all of the
presidential commercials from the two major political parties since 1952 on their website. A
common theme in the commercials from both political parties is attack ads. Some example attack
ads include Peace Little Girl where President Lyndon B Johnson implies that Barry Goldwater is an
extremist and Tank Ride where George H.W. Bush claims Michael Dukakis is weak on national
defense (Museum of the Moving Image, 2008). Students should engage in activities where they
grapple with the issues facing this country in meaningful and relevant ways (NCSS, 2001). It seems
obvious when students do so that they are becoming active citizens in a democracy.
PolitiFact, http://www.politifact.com/truth-o-meter/rulings/pants-fire/, reviews the
accuracy of politicians’ statements and gives Pants on Fire awards for inaccurate statements that
distort the comments of others (PolitiFact, 2012). The idea of Pants on Fire Awards can be used by
social studies teachers to examine commercials during a presidential election. The teacher selects
commercials to have students view. After watching the commercials, students research the content
for accuracy. They then give a Pants on Fire Award to commercials which are inaccurate or
misleading.
Students will more than likely be giving some Pants on Fire Awards. They can then create
their own political commercials with The Living Room Candidate Ad Maker,
http://www.livingroomcandidate.org/admaker/2008/sandbox, to correct the inaccuracies found
in a presidential commercial. The Ad Maker allows students to add dialogue and images to create
their own 30 second commercial. This process will allow students to work on their research skills
by using a variety of media to demonstrate their comprehension.
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Presidential Speed Dating
A prominent component of a presidential election is the debates between the two
candidates, which allow them to reach a wider audience on their positions. Debates unfortunately
often boil down to name calling and avoiding issues of substance (Neumann, 2012). Students need
to be aware of issues that impact them on a local, state, and national level (NCSS, 2001).
One activity to help students understand a candidate’s stances on issues is Presidential
Speed Dating. With this activity, several students are selected to be a candidate. These students
research a candidate’s position on different topics and give a brief presentation. The teacher sets
up stations that students rotate through in small groups. Each student fills in a short graphic
organizer as they learn information about a candidate at each station. After the students rotate
through all stations, the class discusses what they learned about a candidate.
The activity benefits students in several ways. First, students assume ownership of the
learning by articulating a candidate’s beliefs in a short presentation. The classroom dynamic
changes because students get up and move around the classroom throughout the activity. Issues
are also explored in more in-depth by examining the beliefs of a candidate.
Conclusion
Kahne and Westheimer (2003) studied ten educational programs whose goal was to
develop citizens. They found that if educators wish to foster a strong and committed sense of active
citizenship in their students that it will not come from reading literature on citizenship programs.
In fact, serious work is needed. Presidential elections provide a rich, motivating arena to develop
citizenship skills and, more importantly, the spirit of good citizenship. There are countless
opportunities for students to learn and practice research skills, especially those using the Internet.
The activities that we have presented here should enable students to be more informed about the
entire spectrum of the election process. The research involved in these activities can help students
see through the rhetoric and showmanship of campaigns and candidates to see the issues of the
people running for president. By getting students interested and involved in the elections, they can
see the importance of this democratic process for our society and impact that their votes can have
on shaping policy in this country and around the world (Noguera & Cohen, 2007). Above all,
educators need to design and construct opportunities to develop a sense that students as
individuals count in the democratic process.
References
Barr, R., Barth, J., & Shermis, S. (1977). Defining the social studies. Washington, D.C.: NCSS.
Ben-Porath, S. (2012). Citizenship as shared fate: Education for membership in a democracy.
Educational Theory, 62(4), 381-395.
Citizenship Foundation. (2012). What is citizenship education? Found on line at
http://www.citizenshipfoundation.org.uk/main/page.php?286.
Clabough, J., & Turner, T. (2011). Questions, quests, and quizzical thinking. Social
Studies Research and Practice, 6(3), 91-101.
Haas, M., Hatcher, B., & Szymanski Sunal, C. (2008). Teaching about elections during a
Presidential election Year. Social Studies and the Young Learner, 21, (1), 1-4.
Hanson, J. S., & Howe, K. R. (2012). The potential for deliberative democratic civic education.
Democracy in Education, 19, (2), 1-9.
Hess, D., & Ganzler, L. (2007). Patriotism and ideological diversity in the classroom. In J. Westheimer
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(Ed.), Pledging allegiance: The politics of patriotism in America's schools (pp. 131-138). New
York: Teachers College Press.
Jamieson, K. (2012). Teaching critical thinking by asking “Could Lincoln be elected today?”
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Kahne, J., & Westheimer, J. (2003). Teaching democracy: What schools need to do. Phi
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patriotic commitment. Phi Delta Kappan. 87(8), 600-607.
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Pledging allegiance: The politics of patriotism in America’s schools (pp. 115-126). New York:
Teachers College Press.
Middleton, T. (2012). Demystifying the Electoral College: 12 frequently asked questions. Social
Education, 76(4), 169-173.
Museum of the Moving Image (2008). The living room candidate: Presidential campaign
commercials 1952-2008. Retrieved from http://www.livingroomcandidate.org/.
National Council for the Social Studies (2001). Position statement on creating effective
citizens. Washington, D.C.: Author.
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studies. Washington, D.C.: Author.
Neumann, D. (2012). Flip-flopping, presidential politics, and Abraham Lincoln. Social
Education, 76(4), 178-181.
Noguera, P., & Cohen, R. (2007). Educators in the war on terrorism. In J. Westheimer (Ed.): Pledging
allegiance: The politics of patriotism in America's schools (pp. 25-34). New York: Teachers
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PolitiFact.com (2012). Statements we say are pants on fire! Retrieved from
http://www.politifact.com/truth-o-meter/rulings/pants-fire/.
Risinger, C. (2012). Teaching about the 2012 elections using the Internet. Social Education, 76(4),
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U.S. NARA (2012). U.S. electoral college. Retrieved from
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Vaughn’s Summaries. (2012). Red and Blue States Summary. Retrieved from
http://www.vaughns-1-pagers.com/politics/red-blue-states-summary.htm
Westheimer, J. (2007). Politics and patriotism in education. In J. Westheimer (Ed.), Pledging
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About the Authors
Jeremiah Clabough is an Assistant Professor of Education at the University of Alabama at
Birmingham. His research interests include student engagement through role-playing activities and
the use of primary sources in the social studies classroom. He can be contacted at
Thomas N. Turner is a Professor of education at the University of Tennessee. He is the author of
Essentials of Elementary Social Studies and author or co-author of five other books and over a
hundred chapters and journal articles.
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Gary W. Cole taught social studies for ten year. He is currently an assistant principal at Sequoyah
High School and a doctoral student at the University of Tennessee. His research interests include
activities with ELL students and creativity in the social studies classroom.
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