| Slide | Title | Text |
|---|---|---|
| 1 | Elections by the Numbers | |
| 2 | Inquiry Question | How does youth voting compare to that of other age groups? |
| 3 | Minds On | Trends What are some trends in our school or community? [Teacher’s note: e.g. fashion, games, music. For this and the next few slides, gather students’ ideas and write them on the board or shared document.] |
| 4 | Minds On | Trends Do you think there are different trends for different age groups? Why? [Teacher’s note: e.g. you, your parents, your grandparents] |
| 5 | Minds On | Trends How do you know if something is on its way out, or on its way in? |
| 6 | Minds On | Trends How could you track these trends in a more precise or mathematical way? [Teacher’s note: e.g. through a survey, poll, observation, etc.] |
| 7 | Minds On | Voting Trends
[Teacher’s note: Write some of these ideas on the board or shared document so that students can compare the two sets of ideas.] |
| 8 | Activity | Analyze a graph
[Teacher’s note: Distribute copies of the handout: “Voter Turnout at Federal Elections 1867–2021” and have students discuss these questions in pairs or small groups.] |
| 9 | Activity | Voter Turnout at Federal Elections, 1867-2021 |
| 10 | Activity | Examine the data table “Voter turnout by age group, 2011-2021” How does youth voting compare to that of other age groups? |
| 11 | Activity | Complete the activity sheet: “Change in voter turnout” to better understand the data How does this change your thinking about the data? How might you choose to represent it? [Teacher’s note: If calculating percent change is too advanced for students, they can create their visual representation using only the table data.] |
| 12 | Activity | You will need:
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| 13 | Activity | Brainstorm an effective way to represent this data to respond to the inquiry question: How does youth voting compare to that of other age groups? Show us your best idea! [Teacher’s notes: Students can create any kind of graph, chart, image or infographic that supports your learning goals. This should be more conceptual rather than an attempt to create a polished finished product. Give students 20 to 30 minutes to work together on this.] |
| 14 | Consolidation | Sharing your ideas How did you address the question: "How does youth voting compare to that of other age groups?" What information did you choose to include or exclude? [Teacher’s notes: This could be done in a jigsaw, a gallery walk or a group presentation to the class. If time is short, you could choose a couple of samples to discuss and share.] |
| 15 | Consolidation | Discussion Why do you think different age groups vote at different rates? What are some factors that could affect voter turnout for different age groups? |
| 16 | Consolidation | Reflection
[Teacher’s note: You can use the provided exit card on which these questions are printed.] |
