Lesson 9: What is on your ballot, and where do you check? Educator guide

Dec turns 18 before the election on November 3, 2026, and his feed covers only one race on his ballot.

  • Grades 6–12 and college
  • 45-minute lesson
  • 4 evidence documents
  • Lesson 9 of 20

Open the student page Printable pages

Mateo and Gia brainstorm the project’s origins in a notebook at a café table.

Overview

Students read a story in which Dec, who turns 18 in October, looks past the headline race on his sample ballot. He finds a school board race, a city council race and a transit bond. They compare the ballot with a creator’s voter guide that mixes facts with picks, and they read Vote.gov’s guidance for people 18 and under. They then write a personal checklist of official sources for registration, deadlines and their own sample ballot.

Key terms

Sample ballot

A sample ballot is a preview of the contests and measures that will appear on your ballot. En español: boleta de muestra

In this case: Dec’s sample ballot lists a school board race, a city council seat and Measure T below the big race from his feed.

Voter guide

A voter guide is a document that explains or recommends choices in an election. En español: guía para votantes

In this case: A creator’s voter guide mixes one deadline with two picks: “vote Candidate B” and “Measure T: yes, obviously.”

Registration

Registration is signing up with your election office so that you are on the list of people who can vote. En español: inscripción electoral

In this case: Dec turns 18 in October and needs to know whether he is registered in time. The guide’s deadline names no state.

Jurisdiction

A jurisdiction is the place or area where a particular government or rule has authority. En español: jurisdicción

In this case: Mateo may still be registered in New Bedford, Massachusetts. A different place can mean a different ballot and a different deadline.

Where this example applies

United States. No candidate, party or ballot-measure endorsement. Rules vary by jurisdiction.

Grade levels, subjects and time

Grade levels
6–12, plus college and community groups.
Subjects
English language arts; also civics and law.
Time
45 minutes for the lesson steps on this page. The student page takes 20 to 30 minutes.

Learning objectives

Students will be able to:

  • identify federal, state and local contests and a measure on a sample ballot;
  • separate checkable facts from recommendations in a voter guide;
  • find official, state-specific information on registration, preregistration and deadlines.

What students should already be able to do

The student edition for each grade band assumes students can already:

Grades 6–8
find a detail in a short text and point to it; tell a fact from an opinion; write a complete sentence that answers a question.
Grades 9–10
summarize a short source accurately; tell a fact from a recommendation; write an explanation for a named reader.
Grades 11–12
find official information on a government website with an adult’s help; tell an official source from an unofficial one; write a guide organized with headings for a specific reader.
College and community
tell an official source from an unofficial one; write for a specific audience and channel; state a rule only as far as its source supports it.

Skills, terms and roles

New skill

Check an official source for your own area

Go past the posts to the official sample ballot and registration rules for the place where you vote.

Skills students use again

  • Find the original source (Lesson 1). The sample ballot is the original document behind the posts.
  • Spot and disclose a material connection (Lesson 8). You ask who wrote and funds the guide, and you separate its picks from the facts you can check.

Key terms

New in this case
Sample ballot, Voter guide, Registration, Jurisdiction
From earlier cases
Claim (Lesson 1), Material connection (Lesson 8)

Character spotlight

Mateo leads. Mateo moved from New Bedford for college and may still be registered at his mom’s address, so he knows two people’s ballots can differ.

  • Gia: She writes the group-chat reminder and sends friends to their own official information instead of an unsourced deadline.
  • Dec: He turns 18 in October and wants facts, not picks.

The student’s role

You’re the one who finds Dec’s official sample ballot before anyone tells him how to vote.

Materials

Evidence handout

Evidence A Sample ballot

Sample ballot for the November general election

Federal: U.S. Representative. State: State Senator; Superior Court judge (retention). Local: Board of Education, District 3 (vote for two); City Council, Ward 5. Measures: Measure T, transit improvements bond.

What it shows: Races for federal, state and local offices, plus one ballot measure.

What it leaves out: Which address it covers, and what each office is responsible for.

Ask: Which contests sit below the big race, and which one touches Dec’s school?

Evidence B Voter guide post

A creator’s voter guide

“All you need for November!! Registration closes the 14th. School board: vote Candidate B, the only one who cares about students. Measure T: yes, obviously.”

What it shows: One deadline you could check, mixed with two picks about how to vote.

What it leaves out: Which state the deadline is for, and who wrote and funds the guide.

Ask: Which line could you check, and which lines tell you how to vote?

Evidence C Group-chat draft

Gia’s reminder

“Check your registration and your own sample ballot at vote.gov. Deadlines depend on your state. Please don’t post your address here.”

What it shows: Gia points friends to Vote.gov and asks them to keep addresses out of the chat.

What it leaves out: It gives no deadline, because each person has to look up their own state’s dates.

Ask: What does Gia share, and what does she ask friends to keep private?

Evidence D Statement

What Dec needs

“I turn 18 in October. I don’t need someone picking for me. I need to know what’s on my ballot and whether I’m registered in time for November.”

What it shows: Dec has two questions: what is on his ballot, and whether he is registered in time.

What it leaves out: Dec’s state, his registration status and his deadline.

Ask: What two questions does Dec need answered, and which source answers each?

Printable pages by grade band

Each grade band has its own student pages and educator pages for this case. The educator pages show every student page with sample answers. See every printable page for this case, including the course editions.

Real news and research for this case

These news stories and studies are real. Each link opens the original in a new tab.

Real source News NPR August 6, 2023

Some states are trying to boost youth voter registration. Here's what they're doing

Explains preregistration and other state steps that let teens sign up before they turn 18.

Read on npr.org (opens in a new tab)

Real source News Ballotpedia News September 26, 2025

Most states allow teenagers to pre-register to vote before turning 18, and some let them vote in primaries

Rules differ by state, so where you live decides when you can register and what you vote on.

Read on news.ballotpedia.org (opens in a new tab)
More news and research (3)

Real source Video PBS NewsHour September 19, 2023

New state and local efforts try get more people to vote

National Voter Registration Day coverage on signing people up for elections ‘up and down the ballot.’

Read on pbs.org (opens in a new tab)

Real source Research CIRCLE (Tufts University) April 14, 2025

New Data: Nearly Half of Youth Voted in 2024

About 47% of 18–29-year-olds voted in 2024, with big differences by state.

Read on circle.tufts.edu (opens in a new tab)

Real source News The National WWII Museum October 27, 2020

“Old Enough to Fight, Old Enough to Vote”: The WWII Roots of the 26th Amendment

The history behind the amendment that lowered the voting age to 18.

Read on nationalww2museum.org (opens in a new tab)

Links checked September 24, 2026.

Professional standards

Many professions publish a code of ethics. These parts of real codes apply to this case.

Real source Society of Professional Journalists (SPJ) 2014

SPJ Code of Ethics: Seek Truth and Report It

Label advocacy and commentary.

In plain words: Journalists who follow the SPJ code mark opinions and recommendations so readers can tell them apart from facts.

Ask: The creator's guide mixes a registration deadline with “vote Candidate B.” Which lines are checkable facts, and which are picks?

Sample answers
Grades 6–8
A fact I can check is “Registration closes the 14th.” A pick is “vote Candidate B.”
Grades 9–10
Facts I can check: “Registration closes the 14th,” though it names no state. Picks: “vote Candidate B” and “Measure T: yes, obviously.”
Grades 11–12
The checkable fact is the deadline, but it names no state. The picks are the school board and Measure T lines, and nothing labels them as opinion.
Read the full code on the SPJ website (opens in a new tab)

Real source Radio Television Digital News Association (RTDNA) 2015

RTDNA Code of Ethics: Opening statement (before the guiding principles)

Journalism empowers viewers, listeners and readers to make more informed decisions for themselves; it does not tell people what to believe or how to feel.

In plain words: The RTDNA code says news should help people make their own decisions.

Ask: Dec doesn’t want someone picking for him. What should a school board guide that helps him decide include?

Sample answers
Grades 6–8
A good guide would tell Dec what the school board decides and that he picks two people.
Grades 9–10
A guide that helps Dec decide would include what the board does, that voters choose two members and where to read each candidate’s statement.
Grades 11–12
A guide that helps Dec decide would include the board’s duties, the vote-for-two rule and each candidate’s own statement, with no pick.
Read the full code on the RTDNA website (opens in a new tab)

Real source National Communication Association (NCA) 2024

Credo for Ethical Communication: “We advocate sharing information, opinions, and feelings…” (one of nine unnumbered principles)

We advocate sharing information, opinions, and feelings when facing significant decisions, while also respecting privacy and confidentiality.

In plain words: NCA members support sharing information before big decisions while respecting each person's privacy.

Ask: Gia's reminder sends friends to vote.gov and asks them not to post addresses. What must each look up alone?

Sample answers
Grades 6–8
Each person still has to look up their own registration, deadline and sample ballot.
Grades 9–10
Each person still has to look up their own registration, their state’s deadline and the sample ballot for their address.
Grades 11–12
Each person still has to look up their own registration status, their state’s deadline and the ballot for their own address.
Read the full code on the NCA website (opens in a new tab)
Share, schedule or open in your apps

Reading passage by grade band

Each grade band has its own longer reading passage built from this case’s story and its real sources. Real news, laws and research are cited in the text with their dates. Three “Stop and think” questions sit inside each passage. Open a band to read it, or print that band on its own.

Grades 6–8: Flip the ballot over

434 words

Flip the ballot over

The story: More than one race

It is Sunday at the library desk. Dec turns 18 in October, before the general election on November 3, 2026. His feed is full of posts about one big race. Mateo and Gia are helping him find out what else is on his ballot.

They look at a sample ballot. The front shows the big race from Dec’s feed. Then Mateo flips it over. The second page has a school board race, a city council seat and Measure T, a transit bond. “Nobody’s posting about Measure T,” Mateo says.

A creator’s voter guide is going around too. It says registration closes “the 14th.” It never says which state. It also tells people how to vote on the school board race and Measure T.

Dec is clear about what he wants. “I don’t need someone picking for me,” he says. He needs to know what is on his ballot and whether he is registered in time. Your job is to find his official sample ballot before anyone tells him how to vote.

Facts, picks and your own address

A sample ballot is a preview of the contests and measures that will appear on your ballot. A voter guide is a document that explains or recommends choices in an election. The two do different jobs. Start with the sample ballot. Then check a guide’s facts apart from its picks.

In Lesson 1, you learned that a claim can be checked with evidence. “Registration closes the 14th” is a claim. But the 14th of what month, in which state? Gia asks, “Whose 14th?” The picks, like “Measure T: yes, obviously,” are opinions, not facts.

In Lesson 8, you learned to ask about a material connection, a relationship with a brand, like payment or a free product, that viewers might not expect. The guide never says who wrote it or who pays for it. That is worth asking.

Your address decides which contests appear on your ballot. A jurisdiction is the place or area where a particular government or rule has authority. Mateo realizes he may still be registered at his mom’s address in New Bedford, Massachusetts. His ballot and deadline could be different from Dec’s. Registration is signing up with your election office so that you are on the list of people who can vote.

How voting rules really work

The Twenty-Sixth Amendment protects the right to vote for citizens 18 and older (National Constitution Center, no date listed). Rules for registering differ by state. Most states let teens preregister before they turn 18 (Ballotpedia News, September 26, 2025). Gia’s reminder for the group chat sends everyone to Vote.gov to check their own registration and sample ballot.

Key terms in this passage

Sample ballot
A sample ballot is a preview of the contests and measures that will appear on your ballot.
Voter guide
A voter guide is a document that explains or recommends choices in an election.
Registration
Registration is signing up with your election office so that you are on the list of people who can vote.
Jurisdiction
A jurisdiction is the place or area where a particular government or rule has authority.
Claim
A claim is a statement that something is true. You can check a claim with evidence.
Material connection
A material connection is a relationship with a brand, like payment or a free product, that viewers might not expect.

Real sources cited

Grades 9–10: Your ballot is not your feed

613 words

Your ballot is not your feed

The story: The second page

Dec turns 18 in October, a few weeks before the general election on November 3, 2026. If his feed is any guide, only one race matters. Every post is about the same big contest. On Sunday at the library desk, Mateo and Gia help him look past it.

They pull up a sample ballot for the November election. The front page matches the feed. The second page does not. It lists a school board race, a city council seat and Measure T, a transit bond. Mateo says what everyone is thinking: nobody is posting about Measure T.

A creator’s voter guide is circulating in their group chat: “All you need for November!! Registration closes the 14th. School board: vote Candidate B, the only one who cares about students. Measure T: yes, obviously.” Dec reads it and says he does not need anyone picking for him. He has two questions. What is on his ballot, and is he registered in time?

Gia is writing a reminder for the chat, and Mateo has an uncomfortable realization. He moved from New Bedford for college, and he may still be registered at his mom’s address in Massachusetts. Your role in this case is to find Dec’s official sample ballot before anyone tells him how to vote.

Sorting what can be checked

A sample ballot is a preview of the contests and measures that will appear on your ballot. A voter guide is a document that explains or recommends choices in an election. The sample ballot is the original source, the Lesson 1 skill, and the guide is someone’s reading of it. Lesson 1 also taught you that a claim is a statement that can be checked with evidence. The guide contains one checkable claim, the registration deadline, and it cannot be checked because it never names a state. Gia’s question is exact: whose 14th?

Lesson 8 gave you another question to ask, about a material connection, a relationship with a brand, like payment or a free product, that viewers might not expect. The guide does not say who wrote it or who funds it. That does not make its picks wrong. It does mean Dec should treat them as opinions from an unknown source.

The ballot also teaches something about power. A jurisdiction is the place or area where a particular government or rule has authority. Your address decides which contests appear on your ballot, and a friend two districts over may see different local races. A school board and a city council have different jobs. Before researching candidates, Dec can ask which office has power over the issue he cares about, such as his school or his bus.

Registration is signing up with your election office so that you are on the list of people who can vote. Deadlines vary by state, so Gia leaves the date out of her reminder. Her message is short: check your registration and your own sample ballot at Vote.gov, deadlines depend on your state, and please don’t post your address.

Young voters and the rules

The Twenty-Sixth Amendment protects the right to vote for citizens 18 and older (National Constitution Center, no date listed). Its roots go back to World War II and the slogan “old enough to fight, old enough to vote” (The National WWII Museum, October 27, 2020). Most states now allow teens to preregister before 18, and some let 17-year-olds vote in primaries (Ballotpedia News, September 26, 2025).

Young people do vote. About 47 percent of 18- to 29-year-olds voted in 2024, with big differences by state (CIRCLE, April 14, 2025). Anika, who is 16, is checking whether she can preregister. She can also learn what the school board decides before she can vote on it.

Key terms in this passage

Sample ballot
A sample ballot is a preview of the contests and measures that will appear on your ballot.
Voter guide
A voter guide is a document that explains or recommends choices in an election.
Registration
Registration is signing up with your election office so that you are on the list of people who can vote.
Jurisdiction
A jurisdiction is the place or area where a particular government or rule has authority.
Claim
A claim is a statement that something is true. You can check a claim with evidence.
Material connection
A material connection is a relationship with a brand, like payment or a free product, that viewers might not expect.

Real sources cited

Grades 11–12: Down the ballot and back to the source

759 words

Down the ballot and back to the source

The story: One race in the feed, five on the ballot

Dec, a high school senior who drums on weekends and helps build theater sets, turns 18 in October. The general election is November 3, 2026. His social feed treats it as a single contest, one big race covered from every angle. On Sunday, at the library desk, Mateo and Gia help him find out what the feed leaves out.

The sample ballot for November is organized by level of government. Federal: U.S. Representative. State: State Senator and a Superior Court judge up for retention. Local: two seats on the Board of Education in District 3 and a City Council seat in Ward 5. And one measure: Measure T, a transit improvements bond. Mateo notices that the lower half of the ballot has almost no online presence. Nobody is posting about Measure T.

What is circulating instead is a creator’s voter guide. It promises “all you need for November,” announces that registration closes “the 14th” and tells readers to vote for Candidate B for school board and “yes, obviously” on Measure T. Dec’s response sets the terms for the case. He does not need anyone picking for him. He needs to know what is on his ballot and whether he is registered in time.

Mateo has a problem of his own. He moved from New Bedford, Massachusetts, for college and may still be registered at his mom’s address there. Different state, different ballot, different deadline. Your role is to find Dec’s official sample ballot before anyone tells him how to vote.

Separating information from advocacy

A sample ballot is a preview of the contests and measures that will appear on your ballot. A voter guide is a document that explains or recommends choices in an election. The distinction matters because the two serve different purposes. The sample ballot tells you what you will decide. A guide tells you what someone thinks you should decide, and sometimes also what the choices mean.

The new skill here builds on two earlier ones. From Lesson 1, you go to the original source and treat each statement as a claim that can be checked. The guide’s deadline is a claim with no jurisdiction attached, so it cannot be verified and should not be repeated. From Lesson 8, you ask about a material connection, a relationship with a brand, like payment or a free product, that viewers might not expect. Here, the guide leaves out who wrote and who funds it. That missing information does not make its picks wrong. It does mean they should be read as advocacy from an unnamed source.

A jurisdiction is the place or area where a particular government or rule has authority. Your address determines which contests appear on your ballot, which is why Mateo cannot assume his ballot matches Dec’s. Jurisdiction also shapes research. A school board and a city council have different powers, so a voter who cares about buses should learn which body runs them before comparing candidates. Mateo starts Measure T with two questions: what it would pay for, and who runs the buses.

Registration is signing up with your election office so that you are on the list of people who can vote. Because rules and deadlines vary by state, Gia’s group-chat reminder deliberately contains no deadline. It sends everyone to Vote.gov for their own registration and sample ballot, and it asks people not to post their addresses.

The constitutional floor and the state rules

The Twenty-Sixth Amendment protects the right of citizens 18 and older to vote (National Constitution Center, no date listed). The National WWII Museum traces its origins to the wartime argument that people old enough to fight were old enough to vote (The National WWII Museum, October 27, 2020). Above that floor, states set the details. Most allow preregistration before 18, and some let 17-year-olds vote in primaries if they will be 18 by the general election (Ballotpedia News, September 26, 2025). NPR has reported on state efforts to raise youth registration, including preregistration (NPR, August 6, 2023).

Turnout data show both engagement and variation. CIRCLE estimates that about 47 percent of 18- to 29-year-olds voted in 2024, with large differences by state (CIRCLE, April 14, 2025).

Journalism codes draw the same line the case draws. The SPJ code tells journalists to “label advocacy and commentary” (SPJ Code of Ethics, September 6, 2014). The RTDNA code says journalism “empowers viewers, listeners and readers to make more informed decisions for themselves; it does not tell people what to believe or how to feel” (RTDNA Code of Ethics, June 11, 2015). A nonpartisan guide for Dec should meet that second standard.

Key terms in this passage

Sample ballot
A sample ballot is a preview of the contests and measures that will appear on your ballot.
Voter guide
A voter guide is a document that explains or recommends choices in an election.
Registration
Registration is signing up with your election office so that you are on the list of people who can vote.
Jurisdiction
A jurisdiction is the place or area where a particular government or rule has authority.
Claim
A claim is a statement that something is true. You can check a claim with evidence.
Material connection
A material connection is a relationship with a brand, like payment or a free product, that viewers might not expect.

Real sources cited

College and community: Jurisdiction, information and the first ballot

721 words

Jurisdiction, information and the first ballot

The story: Two first-time voters, two ballots

Dec turns 18 in October, before the general election on November 3, 2026. His feed has taught him that the election is about one race. At the library desk on Sunday, Mateo, 22, and Gia, 21, help him read a sample ballot that says otherwise. Beneath the federal race sit a state senate seat, a judicial retention, two school board seats, a city council seat and Measure T, a transit improvements bond. Mateo observes that no one is posting about Measure T.

A creator’s voter guide circulates in the group chat. It combines one apparent fact, that registration closes “the 14th,” with two unexplained recommendations: a school board candidate described as “the only one who cares about students” and “yes, obviously” on Measure T. Dec rejects the premise that he needs someone to choose for him. His questions are practical and prior to any choice. What is on his ballot, and is he registered in time?

Mateo’s situation adds a complication many college students share. He moved from New Bedford, Massachusetts, for school and may still be registered at his mom’s address. If so, his ballot, his deadline and even his election office differ from Dec’s. He plans to check that night.

Your role is to find Dec’s official sample ballot before anyone tells him how to vote.

Information versus recommendation

A sample ballot is a preview of the contests and measures that will appear on your ballot. A voter guide is a document that explains or recommends choices in an election. Treating the two as interchangeable is the core error the case targets. The sample ballot defines the decision set. A guide proposes a way through it.

The analysis draws on the ladder of earlier skills. Lesson 1 established that a claim must be checked against an original source. The guide’s deadline fails that test because it lacks a jurisdiction, so it cannot be confirmed for any reader. Lesson 8 established the importance of a material connection, a relationship with a brand, like payment or a free product, that viewers might not expect. The guide omits its author and funding. That omission does not show bias, but it removes the information a reader needs to weigh its recommendations.

A jurisdiction is the place or area where a particular government or rule has authority. Jurisdiction operates twice here. It determines which contests a voter sees, since ballots are assembled by address. It also determines which office can act on an issue. A voter concerned about transit needs to know which body runs the buses before evaluating Measure T or a council candidate.

Registration is signing up with your election office so that you are on the list of people who can vote. Gia’s reminder models responsible civic communication under uncertainty. It gives no deadline, because none would be accurate for everyone. It points to Vote.gov for each person’s own registration and ballot, and it asks people not to post their addresses in the chat.

Rights, rules and professional norms

The Twenty-Sixth Amendment sets a national floor, protecting the vote for citizens 18 and older (National Constitution Center, no date listed). Its history is tied to the wartime argument “old enough to fight, old enough to vote” (The National WWII Museum, October 27, 2020). Implementation belongs largely to the states. Most allow preregistration, and some permit 17-year-olds to vote in primaries if they will be 18 by the general election (Ballotpedia News, September 26, 2025). States have pursued other measures to raise youth registration as well (NPR, August 6, 2023).

Participation is substantial and uneven. CIRCLE estimates that about 47 percent of 18- to 29-year-olds voted in 2024, with wide variation across states (CIRCLE, April 14, 2025). National Voter Registration Day coverage has emphasized registering people for elections “up and down the ballot” (PBS NewsHour, September 19, 2023).

Professional codes offer a template for a nonpartisan guide. The SPJ code instructs journalists to “label advocacy and commentary” (SPJ Code of Ethics, September 6, 2014). The RTDNA code holds that journalism “does not tell people what to believe or how to feel” (RTDNA Code of Ethics, June 11, 2015). The NCA credo endorses “sharing information, opinions, and feelings when facing significant decisions, while also respecting privacy and confidentiality” (NCA Credo for Ethical Communication, 2024). Gia’s request that no one post an address applies that last clause to a group chat.

Key terms in this passage

Sample ballot
A sample ballot is a preview of the contests and measures that will appear on your ballot.
Voter guide
A voter guide is a document that explains or recommends choices in an election.
Registration
Registration is signing up with your election office so that you are on the list of people who can vote.
Jurisdiction
A jurisdiction is the place or area where a particular government or rule has authority.
Claim
A claim is a statement that something is true. You can check a claim with evidence.
Material connection
A material connection is a relationship with a brand, like payment or a free product, that viewers might not expect.

Real sources cited

Pacing options

10-minute bellringer

10 minutes

One piece of evidence and one question. Use it to open the case or to review it the next day.

Go to the bellringer

One class period

45 minutes

Teach the lesson steps on this page in four parts.

Go to the lesson steps

The student edition also has a one-period plan for each grade band:

  • Grades 6–8: 45 minutes
  • Grades 9–10: 50 minutes
  • Grades 11–12: 90 minutes
  • College and community: 75 minutes

Full chapter

86 to 137 minutes

Teach every page of the student edition chapter. The educator edition has notes and sample answers beside each page.

  • Grades 6–8: 86 minutes
  • Grades 9–10: 97 minutes
  • Grades 11–12: 137 minutes
  • College and community: 106 minutes

Find the printable pages

Minutes for each page

How long each student edition page takes, and what to cut when you have one class period.

Open your grade band.

Grades 6–8: full chapter 86 minutes, one period 45 minutes
PageFull chapterOne periodHow to cut
Opener6 min4 minRead What happened aloud. Skip the group-chat excerpt.
Key terms6 min3 minRead the key terms aloud. Skip Who is involved.
Look at the evidence12 min10 minStudents fill in only the What it shows boxes.
Look at the evidence, continued5 min3 minRead Gia’s reminder aloud. Students fill in only the What it shows box.
Key idea8 minSkipSkip this page. Say that a pick tells you how to vote and a fact can be checked.
Sort the evidence8 minSkipSkip this page.
Practice8 min5 minTake the vote and read the best option’s feedback. Skip Improve a draft.
Your task18 min17 minGroups match two contests instead of three.
Check your work5 minSkipSkip this page. Check the posters yourself with the rubric.
Questions to discuss10 min3 minUse the first My take frame as an exit ticket.
Talk about this case at homeAt homeAt home
Grades 9–10: full chapter 97 minutes, one period 50 minutes
PageFull chapterOne periodHow to cut
Opener5 min4 minRead What happened aloud. Skip the group-chat excerpt.
Key terms5 minSkipSkip this page. Define sample ballot and voter guide aloud in one minute.
Look at the evidence10 min9 minStudents fill in only the What it shows boxes.
Look at the evidence, continued6 min4 minRead Evidence D aloud; skip its boxes.
Key idea8 min4 minRead the SPJ row only. Skip In the news.
Sort the evidence7 minSkipSkip this page.
Practice6 min5 minTake the vote. Skip Improve a draft.
Your task8 min6 minStudents fill in only the office and verify boxes.
Your draft22 min18 minStudents write the office and verify sections in class and finish the comparison at home.
Check your work8 minSkipCollect drafts and score them with the rubric yourself.
Questions to discuss12 minSkipSkip this page.
Talk about this case at homeAt homeAt home
Grades 11–12: full chapter 137 minutes, one period 90 minutes
PageFull chapterOne periodHow to cut
Opener5 min4 minStudents read What happened on their own.
Key terms5 min3 minRead the key terms aloud. Skip Who is involved.
Look at the evidence10 min9 minStudents fill in only the What it shows boxes.
Look at the evidence, continued6 min5 minRead Evidence D aloud; skip its boxes.
Key idea10 min8 minSkip In the news.
Sort the evidence8 minSkipSkip this page.
Practice6 minSkipSkip this page.
Your task30 min28 minStudents research registration and deadlines first and add the other rules at home.
Your draft35 min30 minStudents draft the opening and registration sections in class and finish the guide at home.
Check your work10 min3 minStudents answer the four questions only.
Questions to discuss12 minSkipSkip this page.
Talk about this case at homeAt homeAt home
College and community: full chapter 106 minutes, one period 75 minutes
PageFull chapterOne periodHow to cut
Opener4 min3 minStudents read What happened on their own.
Key terms4 minSkipSkip this page.
Look at the evidence8 min7 minStudents fill in only the What it shows boxes.
Look at the evidence, continued5 min3 minRead Evidence D aloud; skip its boxes.
Key idea10 min8 minSkip In the news.
Sort the evidence6 minSkipSkip this page.
Practice6 minSkipSkip this page.
Your task15 min14 minFill in the official-sources box together.
Your draft30 min30 min
Check your work8 min5 minStudents answer the check questions only.
Questions to discuss10 min5 minDiscuss question 4 only.
Talk about this case at homeAt homeAt home

Minutes for each page are in the educator edition for each grade band.

10-minute bellringer

  1. 1 min Project Evidence A as students come in.
  2. 5 min Students read it on their own. Each student writes a one-sentence answer to the question.
  3. 4 min Take two or three answers. Then ask the follow-up questions.

Evidence A Sample ballot

Sample ballot for the November general election

Federal: U.S. Representative. State: State Senator; Superior Court judge (retention). Local: Board of Education, District 3 (vote for two); City Council, Ward 5. Measures: Measure T, transit improvements bond.

Question Which contests on this ballot are local?

Follow-up questions

  1. How many Board of Education candidates can a voter choose?
  2. Which contest could affect a student’s school, and which could affect their bus?

Listen for: Students list the Board of Education and City Council races and Measure T, not only the race for Congress.

This is the same bellringer as on the bellringers page, which has one for every case.

Lesson steps

This plan takes 45 minutes in four parts. Each step says what you do, what students do and how to check.

Warm-up 5 minutes

  1. 1 Your feed vs. your ballot 5 min

    You
    Show a feed full of one national race. Ask: what else might be on the ballot?
    Students
    List guesses.
    Check
    Lists include local offices.

Read and discuss 28 minutes

  1. 2 Read a sample ballot 10 min

    You
    Hand out a sample ballot with federal, state and local contests.
    Students
    Circle one local office and one measure.
    Check
    Students find the school board race and a local measure.
  2. 3 What does the office do? 8 min

    You
    Model looking up an office’s responsibilities.
    Students
    Match three offices to three issues students care about.
    Check
    Matches are accurate (for example, school board with school budgets).
  3. 4 Guide vs. ballot 10 min

    You
    Show a creator’s voter guide.
    Students
    Highlight checkable facts in one color, recommendations in another.
    Check
    Students separate facts from picks.

Questions for the people in the case

  1. Mateo: Where do you start with Measure T? Check next: Mark the guide’s checkable facts and its picks in different colors. Check the facts with an official source.
  2. Mateo: Is your ballot the same as Dec’s? Check next: Look up your own registration and sample ballot through your state’s official election office.
  3. Gia: So what goes in the group chat? Check next: Share the official lookup route, not a copied deadline or anyone’s address.
  4. Gia: What about people who can’t vote yet? Check next: Check your state’s preregistration rule, and find one way to take part that doesn’t need a ballot.

Task 9 minutes

  1. 5 Official checklist 9 min

    You
    Show Vote.gov and the age guide; emphasize rules vary.
    Students
    Write a personal checklist: election office, registration, deadlines, sample ballot.
    Check
    Checklist uses official sources only.

Wrap-up 3 minutes

  1. 6 Exit 3 min

    You
    Ask: if you can’t vote yet, what’s one way to take part?
    Students
    Write one.
    Check
    Answer names a real route.

Educator notes by page

These notes follow the pages of the student edition chapter. The educator edition prints the same notes beside each page. Heat check tells you how likely a page is to bring up strong feelings: low, medium or high. Medium and high pages come with a cool-down. Open a page to see what to say, what to watch for and how to support students.

Opener

Heat check: Low

Say this

  • “Dec’s feed is full of one race. What else do you think is on his ballot?” List guesses on the board. Keep them for the sample ballot.

Watch for

Misconception:
Students think a ballot holds only the big national races.
Listen for:
“It’s just president or Congress.”
Then:
Point to the second page of the sample ballot in the story: school board, city council, Measure T.

Support

  • Read What happened aloud while students follow along.
  • Explain that a measure is a question voters decide directly, like Measure T.

Key terms

Heat check: Low

Say this

  • “Which key term explains why Mateo’s ballot might not match Dec’s?” Wait for jurisdiction.

Watch for

Misconception:
Students treat a voter guide and a sample ballot as the same document.
Listen for:
“The guide is the ballot.”
Then:
Ask which one lists the contests for an address and which one tells you how to vote.

Support

  • Pair students who share a language to explain each term in their own words.
  • Many election offices publish Spanish materials. Show where to find them.

Look at the evidence

Heat check: Low

Say this

  • “Put one finger on a line you could check and one on a line that tells you how to vote.” Use two highlighter colors if you have them.

Watch for

Misconception:
Students treat the guide’s picks as facts because the guide sounds sure.
Listen for:
“It says obviously, so it’s true.”
Then:
Ask what source could prove “Measure T: yes.” None can; it is a pick.

Support

  • Give each document on its own half-page.
  • Read the sample ballot aloud, one level of government at a time.

Stretch

Ask why Gia’s reminder leaves out a deadline on purpose, and what each reader has to do instead.

Key idea

Heat check: Low

Say this

  • “The SPJ code says to label advocacy. Which lines in the creator’s guide are advocacy?” Wait for the two picks.

Watch for

Misconception:
Students treat the SPJ code as a law that creators must follow.
Listen for:
“The creator broke the rules.”
Then:
Say: “SPJ’s code binds no one by law. It shows how journalists label opinion.”

Support

  • Read the quotation aloud. Point out the label: a real source, quoted word for word.

Stretch

Use the RTDNA row: what would a guide that helps Dec decide include about the school board race?

Sort the evidence

Heat check: Medium

Why: The missing-perspective question can turn to students’ own eligibility. Cool-down: Keep answers about Dec and his friends. No student shares their own or a family member’s eligibility.

Say this

  • “Dec has two questions. Which rule or office answers each one?” Model the registration question together.

Watch for

Misconception:
Students think the Twenty-Sixth Amendment sets every voting rule.
Listen for:
“The Constitution says when you register.”
Then:
The amendment protects the vote at 18. States set registration rules and deadlines.

Support

  • Let students draw the arrows before they write sentences.

Practice

Heat check: Low

Say this

  • “A friend sends their sample ballot and says, ‘Just use this one.’ What do you do?” Take a vote before any discussion.

Watch for

Misconception:
Students choose A because the friend lives in the same state.
Listen for:
“Same state, same ballot.”
Then:
Point to the key idea: a friend two districts over may see different local races.

Support

  • Read the three options aloud before students choose.

Your task and draft

4 grade bands

The task is different in each grade band. Open yours.

Grades 6–8

Your task

Say this

  • “What does a family need first to find its ballot?” Point to vote.gov.

Watch for

Misconception:
Posters tell families how to vote.
Listen for:
“Vote yes on Measure T!”
Then:
Ask what the measure is about. Write that instead.
Grades 9–10

Your task

Say this

  • “Pick one local contest. Before you say anything about candidates, can you explain the job?” Model the school board row together.

Watch for

Misconception:
The explainer drifts into recommending a candidate.
Listen for:
“So you should probably vote for her.”
Then:
Point to the success list: neutral language. Report the guide’s pick as the guide’s opinion.

Your draft

Say this

  • “Read your explainer as a reader who supports another candidate. Does any sentence push you?” Partners mark any sentence that favors a candidate.

Watch for

Misconception:
The explainer copies the deadline from the creator’s guide.
Listen for:
“Registration closes the 14th.”
Then:
Replace the date with the official place to check it.
Grades 11–12

Your task

Say this

  • “Every fact in your guide needs an official page behind it. Where did each date come from?” Students work with an adult and record the page and the date checked.

Watch for

Misconception:
Students cite a news story or a creator for a state rule.
Listen for:
“I saw it in a video.”
Then:
Ask for the .gov page that states the same rule. If there is none, cut the claim.

Your draft

Say this

  • “Read your guide as Anika, who is 16. What can she do this year?” Check that each guide speaks to readers under 18.

Watch for

Misconception:
The guide states one rule for every state.
Listen for:
“You can vote at 17 in primaries.”
Then:
Ask which state that is true for. Vote.gov says several states, not all.

Support

  • The sample guide shows the structure. Each student’s guide names their own state’s rules, which you check.
College and community

Your task

Say this

  • “Your readers live in many states. What can you say that is true for all of them?” List only facts from Vote.gov and the amendment.

Watch for

Misconception:
The guide states one state’s rule as if it applied everywhere.
Listen for:
“Registration closes the 14th everywhere.”
Then:
Ask whose state that is. Replace it with where each reader checks.

Your draft

Say this

  • “Read your guide as Mateo, who may still be registered in another state. Does it tell him what to do?” Check the away-from-home section in every draft.

Watch for

Misconception:
The note restates the guide instead of comparing.
Listen for:
“My guide tells people to use vote.gov.”
Then:
Ask for one problem in the creator’s guide and how the new guide fixes it.

Check your work

Heat check: Low

Say this

  • “Mark your level honestly. Then make one change and say why.” Ask for one official source added or one pick removed.

Watch for

Misconception:
Students keep a copied deadline.
Listen for:
“Registration closes the 14th.”
Then:
Point to the Evidence row. Replace the date with the official place to check it.

Questions to discuss

Say this

  • “Answer with a detail from the evidence, not a candidate or party you like.” Post the question numbers and take one answer per question.

Stretch

Ask what one local office on the ballot decides, and how a student could learn that before researching candidates.

Talk about this case at home

Say this

  • “Take this page home or read it with someone you trust.” Nobody needs to share their own voting information or anyone else’s.

Sample response

Worked example, grades 9–10

Prompt: Write a nonpartisan explainer on one local contest: what the office does, what’s on the ballot and where to verify it. Compare how two guides describe the race.

Student response

School Board, District 3 What the office does: The school board sets the district budget, hires the superintendent and approves policies like the school calendar. 1 It doesn’t run individual classrooms. What’s on the ballot: Two seats are open, with four candidates. There’s also a transit measure, but 2 that’s a city question, not a school board one. Where to verify: Look up your own sample ballot through vote.gov, which sends you to your state’s election office. The creator guide says Candidate B is the only one who cares about students, 3 so you should probably vote for her. Comparing guides: 4 The county guide prints each candidate’s statement in their own words. The creator guide adds opinions about who is best.

  1. Audience. Good: saying what the office does not control keeps readers from asking it for the wrong things.
  2. Strength. Strong jurisdiction thinking: the writer separates two contests on the same ballot.
  3. Revise. An explainer must stay nonpartisan. Report what the guide claims as the guide’s opinion and leave the choice to the reader.
  4. Strength. Good comparison: the writer identifies how the two guides differ in purpose.

Before: The creator guide says Candidate B is the only one who cares about students, so you should probably vote for her.

After: One creator guide recommends a candidate; that is the guide’s opinion, so check each candidate’s own statement in the county guide.

Why: The revision keeps the explainer nonpartisan while still teaching readers to tell a recommendation from a fact.

Educator commentary: The explainer describes the office accurately, including its limits, separates the school board from the city measure and compares the two guides by purpose. One sentence slips from explaining into recommending a candidate, which the task rules out. Replacing it with a clearly labeled description of the guide’s opinion moves the response to Advanced on Audience.

Task answers by grade band

What a strong student in each grade band writes in the student edition task.

Open your grade band.

Grades 6–8

Match offices on a sample ballot to the everyday things they decide, then make a poster for families about finding their own ballot.

Students make: Matching sheet plus a poster.

Steps students follow

  1. Read the sample ballot in Evidence A. Circle three contests at the state or local level.
  2. Match each circled contest to something it decides. Use the office cards.
  3. Read Gia’s reminder in Evidence C. Find where a family gets its own ballot.
  4. Write your poster text in the Your draft box, 3 to 5 sentences.
  5. Add one sentence on why a friend’s ballot might look different.
  6. Check that your poster does not tell anyone how to vote.

Sample answers for the task boxes

Board of Education, District 3, decides…
the school budget and the school calendar
Measure T asks voters about…
paying for transit improvements, like buses
U.S. Representative votes on…
federal laws, in Congress
Where a family finds its own ballot
Go to vote.gov, choose your state, then find the ballot for your address.

Sample draft: Your poster text, 3 to 5 sentences

Sample answer Grades 6–8

Your ballot is more than the big race. 1 The school board decides the school budget and calendar. Measure T asks voters about transit. To find your ballot, 2 go to vote.gov and choose your state. 3 Your address decides your races, so a friend’s ballot may look different.

  1. Matches an office to an everyday decision.
  2. Points families to an official source.
  3. Explains why ballots differ, the challenge in this task.

Check your work questions

  1. Does your poster match at least three contests to what they decide?
  2. Does it send families to vote.gov or their election office?
  3. Does it avoid telling anyone how to vote?
  4. Does it say why a friend’s ballot might differ?
One change I made
I took out a line that told people how to vote on Measure T, because the poster has to stay neutral.

My take: sample answers

I think Dec should ___ because ___.
I think Dec should check vote.gov first because it leads to his own ballot and deadline.
The evidence that changed my first guess is ___.
The sample ballot changed my first guess. It has local races below the big one.
One question I still have is ___.
One question I still have is what the city council decides.
Grades 9–10

Write a nonpartisan explainer on one local contest: what the office does, what’s on the ballot, and where to verify.

Students make: Explainer, 250–350 words.

Steps students follow

  1. Choose one local contest on the sample ballot in Evidence A.
  2. Fill in the planner: what the office does, where to verify and how two guides treat the race.
  3. Write a heading and one sentence that names the contest.
  4. Explain what the office does and one decision it does not make.
  5. Tell readers where to verify, starting with vote.gov.
  6. Compare two guides fairly, and label any pick as the guide’s opinion.
  7. Write 250 to 350 words in all, with no picks, on the Your draft page.

Sample answers for the task boxes

The contest I chose
Board of Education, District 3 (vote for two)
What the office does
Sets the district budget, hires the superintendent and approves policies like the school calendar. It does not run classrooms.
Where to verify
Vote.gov, which links to your state’s election office, and USAGov’s page on sample ballots.
How two guides treat the race
The creator’s guide gives a pick: “vote Candidate B.” A county guide prints each candidate’s own statement.

Sample draft: Your explainer, 250 to 350 words

Sample answer Grades 9–10

School board, District 3: what you are deciding. Below the big race on this November’s sample ballot is the Board of Education, District 3. Voters choose two members. What the office does: the school board sets the district budget, hires the superintendent and approves policies like the school calendar. 1 It does not run individual classrooms. Before you read any guide, ask what the board can change. What else is on the ballot: a city council seat and Measure T, a transit bond. Those are separate contests, and 2 Measure T is about transit, not schools. Where to verify: ballots depend on your address, so check your own. 4 Go to vote.gov and choose your state. It links to your state’s election office, where you can find the sample ballot for your address and check your registration. Deadlines depend on your state, so do not copy a date from a post. USAGov also explains how a sample ballot differs from a voter guide. Comparing two guides: a creator’s guide says, “vote Candidate B, the only one who cares about students.” 3 That is a recommendation, not a fact you can check. It also names no author. A county guide prints each candidate’s statement in their own words, so readers can compare them and decide for themselves. This explainer does not recommend any candidate.

  1. Says what the office does not control, so readers ask the right office.
  2. Separates two contests by what each one covers.
  3. Labels the guide’s pick as opinion and stays neutral.
  4. Points readers to an official, address-based source.

Check your work questions

  1. Does your explainer describe what the office does accurately?
  2. Is the language neutral, with no picks?
  3. Does it send readers to official sources to verify?
  4. Does it compare the two guides fairly?
One change I made after feedback
I replaced a sentence that praised one candidate with a line telling readers where to find each candidate’s statement.

My take: sample answers

My claim: ___.
Dec should find his own sample ballot and registration status through official sources before he reads any guide.
The best evidence is ___, because ___.
The sample ballot, because it lists local contests his feed never mentions.
Someone who disagrees might say ___.
A guide with picks saves time for a busy first-time voter.
I would change my mind if ___.
The creator’s guide named its author and labeled its picks as opinion.
Grades 11–12

Create a first-time voter guide for your state with an adult’s help, using only official sources.

Students make: Guide, 500–600 words.

Steps students follow

  1. Go to vote.gov with an adult. Choose your state or territory.
  2. Record each official source in the planner: the site, the page and the date you checked.
  3. Find your state’s rules on registration, deadlines and preregistration.
  4. Find out whether 17-year-olds may vote in your state’s primaries.
  5. Find how a student living away from home learns where to register.
  6. Draft your guide’s first sections on the Your draft page.
  7. Write the full guide of 500 to 600 words, with no picks, in the workspace or on paper.

Sample answers for the task boxes

My state’s official election source
My state’s election office website, which I reached through vote.gov and checked with an adult.
Registration and deadline, and where I found them
The deadline is on my state election office’s voter registration page. I copied it from there, not from a post.
Preregistration and 17-year-olds
Vote.gov says most states allow preregistration and several let some 17-year-olds vote in primaries. I checked my state’s rule.
Students away from home
A student who moved for school should ask the election office which address and process apply to them.

Sample draft: Opening: who this guide is for

Sample answer Grades 11–12

First-time voter guide. This guide is for anyone in our state who will vote for the first time, or who will be able to soon. 1 It uses official sources only: vote.gov and our state election office. It does not recommend any candidate, party or ballot measure. Check every date yourself, because official pages are updated.

  1. States the guide’s sourcing rule up front.

Sample draft: Registration, deadlines and your ballot

Sample answer Grades 11–12

Registration. Rules and deadlines vary by state, so use ours, not a friend’s. Find the deadline on the state election office’s registration page, which vote.gov links to. 1 Do not copy a date from a post. Your ballot. Your address decides your contests. Look up the sample ballot for your own address. It lists every contest, including school board races and local measures, not only the big race.

  1. Answers the copied-deadline problem from the case.

Sample draft: If you are under 18 or away at school

Sample answer Grades 11–12

Under 18? The Twenty-Sixth Amendment protects the vote at 18. Vote.gov explains that most states let people preregister before 18. Several let 17-year-olds vote in a primary if they will be 18 by the general election. Check our state’s rule. Away at school? 1 Ask the election office which address and process apply to you. Never post your address or birthdate in a group chat.

  1. Covers students away from home without stating a rule the writer cannot source.

Check your work questions

  1. Does every rule in your guide come from an official source?
  2. Is your guide accurate for your state, with dates you checked?
  3. Does it cover preregistration, 17-year-olds and students away from home?
  4. Does it avoid recommending any candidate, party or measure?
One change I made after feedback
I removed a deadline I had copied from a post and replaced it with the date on my state election office’s page.

My take: sample answers

My claim: ___.
A nonpartisan guide for Dec should send him to official sources and keep facts apart from picks.
The best evidence is ___, because ___.
The creator’s guide, because its one fact names no state and its picks carry no label.
Someone who disagrees might say ___.
Picks help first-time voters who have no time to research.
The limit of the evidence is ___.
No document tells us Dec’s state, so we cannot give him a deadline.
I would change my mind if ___.
Dec had asked for recommendations instead of information.
College and community

Write a nonpartisan voting-information guide for a student organization’s social accounts or a campus library display. Add a short note explaining how the guide avoids the problems in the creator’s voter guide.

Students make: Guide, 300–400 words, plus a note of about 100 words.

Steps students follow

  1. List the official sources your guide will use: Vote.gov and each reader’s own election office.
  2. Write down the facts you can state for every reader, from Vote.gov and the amendment.
  3. Explain how a student away from home finds out where to register, using Mateo as the example.
  4. Draft the guide on the Your draft page, with no picks.
  5. Write a note of about 100 words on how your guide avoids the creator’s guide’s problems.
  6. Finish the guide at 300 to 400 words for a social account or a library display.

Sample answers for the task boxes

Official sources the guide uses
Vote.gov and the reader’s own state or local election office.
Facts I can state for every reader
You must be 18 to vote. Most states allow preregistration, and several let some 17-year-olds vote in primaries. Rules vary by state.
Students living away from home
Ask the election office which address and process apply to you. Mateo, who moved from New Bedford, has to do the same.

Sample draft: Your guide, first draft

Sample answer College and community

Voting information for students. This guide is nonpartisan. It does not recommend any candidate, party or ballot measure. 1 Start at vote.gov and choose your state or territory. It links to your state or local election office, which sets registration rules and deadlines. 2 Rules vary by state, so do not copy a friend’s deadline. Find the sample ballot for your own address. It lists every contest, including school board races and local measures. Under 18? You must be 18 to vote, but most states allow preregistration, and several let some 17-year-olds vote in primaries. Check your state’s rule. Living away from home for school? 3 Ask the election office which address and process apply to you. 4 Keep your address, birthdate and voter information out of group chats and comments.

  1. Sends readers to an official source first.
  2. States only what the sources support.
  3. Answers the away-from-home question without stating any state’s rule.
  4. Protects readers’ private information.

Sample draft: Note: how this guide avoids the creator’s guide’s problems

Sample answer College and community

The creator’s guide gave a deadline, “the 14th,” with no state, and mixed it with picks it never labeled. This guide gives no dates at all. It sends each reader to the official source for their own state and states only what Vote.gov and the Twenty-Sixth Amendment support. It makes no recommendation, and it asks readers to keep private information out of the chat.

Check your work questions

  1. Does every rule in your guide come from an official source?
  2. Does your guide say that rules vary by state?
  3. Does it make no recommendation on any candidate or measure?
  4. Does it tell readers not to post their address, birthdate or voter information?
One change I made after feedback
I cut a registration date I had written from memory, because the guide sends each reader to their own state’s official page.

My take: sample answers

My claim: ___.
First-time voters should start with official sources for their own address before reading any guide.
The best evidence is ___, because ___.
The creator’s guide, because its one fact names no state and its picks carry no label.
Someone who disagrees might say ___.
A trusted friend’s picks save time for busy voters.
The limit of the evidence is ___.
No document shows Dec’s state, so no deadline in this case can be checked.
I would change my mind if ___.
The creator’s guide named its author, gave a state for its deadline and labeled its picks.

Sample task answers for each grade band are in the educator edition for that band.

Evidence answers

Sample answers for the two boxes under each document in the student edition. Grades 6–8 students write one question they still have instead of what the document leaves out.

Evidence A Sample ballot for the November general election

Look closely: Which contests sit below the big race, and which one touches Dec’s school?

Grade bandWhat it showsWhat it leaves out
Grades 6–8Offices at three levels, plus Measure T, a transit bond.One question: What does each office decide?
Grades 9–10Federal, state and local races, plus Measure T.Which address it covers, and what each office does.
Grades 11–12A layered ballot: federal, state and local contests and one bond measure.The address it covers and what each office is responsible for.
College and communityContests at three levels of government, and a transit bond.The address it applies to and what each office controls.

Evidence B A creator’s voter guide

Look closely: Which line could you check, and which lines tell you how to vote?

Grade bandWhat it showsWhat it leaves out
Grades 6–8A deadline, plus picks for the school board and Measure T.One question: Which state is “the 14th” for?
Grades 9–10One checkable deadline mixed with two picks on how to vote.Which state the deadline is for, and who wrote and funds it.
Grades 11–12One fact and two picks it never labels as opinion.The deadline’s state, and the guide’s author and funder.
College and communityA checkable claim beside advocacy that is not labeled as advocacy.Which state “the 14th” is for, and who wrote and paid for it.

Evidence C Gia’s reminder

Look closely: What does Gia share, and what does she ask friends to keep private?

Grade bandWhat it showsWhat it leaves out
Grades 6–8Gia sends friends to Vote.gov and asks them not to post addresses.One question: Where do I find my own deadline?
Grades 9–10An official place to check, and a request to keep addresses private.Any deadline, because each state sets its own dates.
Grades 11–12A route to official information instead of a copied deadline.Dates, on purpose: each reader looks up their own state.
College and communityAn official lookup route and a privacy request, with no picks.Specific dates, since each state sets its own.

Evidence D What Dec needs

Look closely: What two questions does Dec need answered, and which source answers each?

Grade bandWhat it showsWhat it leaves out
Grades 9–10Two questions: what is on his ballot, and is he registered in time?His state, his registration status and his deadline.
Grades 11–12A first-time voter asking for information, not recommendations.His state, whether he is registered and his deadline.
College and communityThe reader’s real need: his own ballot and his registration status.His state and deadline, which only an official source can supply.

Practice answers

The feedback students see for each choice on the student page.

You live at a new address. A friend sends their sample ballot and says, “Just use this one.” What should you do?

  1. Use it, because you and your friend live in the same state.

    You may share some contests. But addresses in one state can fall in different local districts, so your school board or council race may differ. Find the ballot for your own address.

  2. Check your registration and find the official sample ballot for your address. Best answer

    Confirm your address, the election and your deadlines first. Then research the choices on your own ballot.

  3. Use a creator’s voter guide instead, since it covers the whole election.

    A guide may explain some races or give opinions. It cannot tell you which contests apply to your address. Find your ballot first, then check the guide’s facts apart from its picks.

Why the best answer is best, by grade band

Grades 6–8
B. Your address decides your ballot. A friend’s ballot or a guide may not match yours, so check your own first.
Grades 9–10
B. Addresses in one state can fall in different districts, so A may give the wrong local races. C starts with opinions before the facts.
Grades 11–12
B. Jurisdiction decides the ballot, so A can miss local contests, and C puts picks before facts. B checks the address, the election and the deadlines.
College and community
B. A copies someone else’s jurisdiction, and a guide cannot tell you which contests apply to your address. B starts with official information.

Whose perspective is missing?

Prompt: Whose view is missing from these documents? What would you ask them?

Grades 6–8
The election office’s view is missing. I would ask where Dec can find his own sample ballot.
Grades 9–10
The creator who wrote the guide. I would ask who wrote and funds it, and which state “the 14th” is for.
Grades 11–12
The school board’s. I would ask what the board decides, so Dec can judge the race before he researches candidates.
College and community
Dec’s local election office. I would ask whether he is registered and what his deadline is, since his state is not named.

Discussion answers

The numbers match the questions to discuss on the student page. Each sample answer is what a strong student in that grade band might say.

1

Which contest on the sample ballot could affect Dec’s school or his bus?

Heat check: Low
Grades 6–8
The Board of Education race could affect his school. Measure T, the transit bond, could affect his bus.
Grades 9–10
The Board of Education, District 3 race for his school, and Measure T for transit. Both sit below the big race.
Grades 11–12
The school board race and Measure T. A voter guide that covered only the big race would skip both.
College and community
The Board of Education race and Measure T, the transit bond. Both touch his daily routine, and neither shows up in his feed.
2

Mateo may still be registered in New Bedford. Why might his ballot differ from Dec’s?

Heat check: Low
Grades 6–8
Your address decides your ballot. New Bedford is in another state, so Mateo’s races could be different.
Grades 9–10
A ballot depends on your address. If Mateo is registered in Massachusetts, he gets that state’s contests and deadline, not Dec’s.
Grades 11–12
Jurisdiction follows the registration address. A New Bedford registration puts Mateo in a different state, with different contests and deadlines.
College and community
Registration ties him to an address. If it is still New Bedford, his contests and deadline come from there, so he should ask the election office which address applies.
3

Anika is 16. How can she be part of this election before she can vote?

Heat check: Medium

Why: Some students cannot vote for reasons other than age, and may feel singled out. Cool-down: Keep answers about Anika. No student shares their own or a family member’s eligibility.

Grades 6–8
She can check if her state lets her preregister. She can also learn what the school board decides.
Grades 9–10
She can check her state’s preregistration rule and learn what the school board decides before she can vote on it.
Grades 11–12
Preregistration, if her state allows it, and learning what the board decides. She can also help friends find official information without sharing anyone’s address.
College and community
She can check preregistration for her state, learn what the school board does and share official links with friends who can vote.
4

When could a voter guide that recommends choices help a first-time voter?

Heat check: Medium

Why: Students may name candidates, parties or guides they support. Cool-down: Say: “We are not discussing any real candidate or party.” Return to the creator’s guide in Evidence B.

Grades 9–10
When it labels its picks as opinion and gets its facts right. A reader can check the facts and weigh the picks separately.
Grades 11–12
When it names its author and labels its picks as advocacy. Then a first-time voter can use it as one view, after checking the ballot and deadlines.
College and community
When its author and funding are clear and its picks are labeled. Read after the official ballot, it shows a voter one side of a contest.

Sample explanation

One way a student could explain the case in plain words:

First I’m checking which ballot and deadlines apply to me. Then I can research the choices.

En español: Primero voy a comprobar qué papeleta y fechas me corresponden. Después puedo investigar las opciones.

Annotated student draft

Prompt: Write a group-chat message helping friends get ready for the election.

First draft

Guys the election is coming up and it’s a big one!! 1 Registration closes on the 14th so do it now. Here’s the voter guide I use, 2 it tells you exactly who to vote for so you don’t have to research. Also 3 drop your addresses and I’ll check if you’re registered for you. 4 Only the big race really matters anyway, the rest is small stuff. My cousin in another state said the same deadline works for her too, so just use mine. 5 Let’s go vote!!

  1. Evidence. That’s your state’s deadline. Friends in other states may differ.
  2. Revise. A recommendation isn’t the ballot. Share the official sample-ballot link too.
  3. Audience. Don’t collect friends’ private information in a chat.
  4. Revise. Local offices often decide schools, transit and policing.
  5. Strength. Great energy. Pair it with a route to official info.

Revised draft

Election reminder: registration deadlines and voting options depend on your state, so check yours at vote.gov, which links to your state’s election office. You can also look up your sample ballot for your own address there. It shows everything you’ll vote on, including school board and local measures, not just the big race. If you use a voter guide, check the facts it gives and remember its picks are someone’s opinion. Under 18? Many states let you preregister, and some let 17-year-olds vote in primaries. Check your state’s rules. No need to share your address here.

Rubric

Score each row. Proficient is the target for most students.

CriterionBeginningDevelopingProficientAdvanced
EvidenceCopies one person’s deadlines.Mentions official sources vaguely.Points to official sources for each person’s state.Points to official sources and explains why rules differ.
ReasoningTreats a guide as the ballot.Mentions the ballot but not local contests.Separates ballot, guide and registration.Explains why local offices matter to the audience.
Audience & purposeCollects private info.Generic hype.Useful, private, nonpartisan.Includes people not yet eligible.
RevisionNo change.Adds a link.Replaces copied deadlines with official routes.Explains how each change helps friends in different situations.

Support and challenge

Support

  • Provide an illustrated sample ballot with offices color-coded
  • Read office descriptions aloud
  • Spanish vocabulary: papeleta, inscripción, elección, medida
  • Many election offices provide Spanish materials; show where
  • Reduce to matching two offices

Supports written for each grade band:

Grades 6–8

  • Office-to-issue matching cards
  • Frames: “The __ decides __. To find your ballot, __.”
  • Vocabulary: ballot, office, measure, register
  • Group work

Grades 9–10

  • Explainer template
  • Fact vs. opinion checklist

Grades 11–12

  • Guide template
  • Source checklist

College and community

  • Checklist from the workshop: election office, registration, deadlines, sample ballot
  • Highlighting key: checkable facts in one color, recommendations in another
  • Official-source list: Vote.gov and the reader’s own state or local election office

Challenge

  • Find your county’s sample ballot for the next election
  • Research the history of the Twenty-Sixth Amendment
Grades 6–8
Add a note about why a friend’s ballot might differ from yours.
Grades 9–10
Compare how two guides describe the same measure.
Grades 11–12
Include preregistration, primary rules for 17-year-olds if any, and how students away at college can find out where to register.
College and community
Explain how a student living away from home can find out where to register, without stating any state’s rule. Use Mateo, who moved from New Bedford for college, as the example.

More extension prompts

These activities are not on the student page. Use them for students who finish early or want a different angle.

Trace it to the source Journalism
Record the official source, place, election and check date. Separate facts from commentary.
Compare the options Public policy
If the proposed fix is clearer information, which participation barriers does that address and which remain?
Reflect on your thinking Learning
What assumption about a deadline or eligibility rule would you check before passing it on?

Try it at your school

Find your official election information.

  1. With a trusted adult, visit vote.gov and choose your state or territory
  2. Check eligibility, preregistration and registration rules for your age
  3. Find a sample ballot for your address and circle one local office
  4. Learn what that office does before researching candidates

Who to ask Your county or local election office, a civics teacher, a school librarian

Stay safe Never share your address, birthdate or voter information in group chats. Use official government sites (.gov) for registration.

Classroom resources

Free outside resources we checked for this case. Watch, Try and Read items work for students. Teach items are for you and stay off the student pages. Preview a link before you use it with a class.

Watch

Short videos to show in class or assign.

For students CrashCourse

Election Basics: Crash Course Government and Politics #36

A quick overview of how U.S. elections are run by states and why ballots differ by place.

  • Grades 9–12
  • Ages 16–24

Also on the student page, under Explore more.

Watch on YouTube (opens in a new tab)

Try

Games, simulations and tools students use themselves.

Students and educators U.S. General Services Administration

Vote.gov

Pick your state to find how to register and the registration deadline.

  • Grades 9–12
  • Ages 16–24

U.S. government work; public domain.

Also on the student page, under Explore more.

Open on vote.gov (opens in a new tab)

Students and educators Ballotpedia

Sample Ballot Lookup

Enter an address to see every race and measure on that ballot, not just the one in your feed.

  • Grades 9–12
  • Ages 16–24

Also on the student page, under Explore more.

Open on ballotpedia.org (opens in a new tab)

Students and educators National Association of Secretaries of State

Can I Vote

Jump to your own state election office for registration status, polling places and ID rules.

  • Grades 9–12
  • Ages 16–24
Open on nass.org (opens in a new tab)

Students and educators League of Women Voters Education Fund

VOTE411

Build a personalized ballot guide with candidates’ answers in their own words.

  • Grades 9–12
  • Ages 16–24
Open on vote411.org (opens in a new tab)

For students iCivics

Cast Your Vote (game)

Play through a town hall debate and rate candidates to practice becoming an informed voter.

  • Grades 6–8
  • Grades 9–12

Free; plays in the browser.

Also on the student page, under Explore more.

Open on icivics.org (opens in a new tab)

Links checked September 25, 2026.

Standards

Common Core codes come from our standards map for this case. Each code links to the official standard. The C3 row names what students do for each code. The College and community row names the AAC&U VALUE rubrics and ACRL Framework frames the task practices. AAC&U says VALUE rubrics are for reviewing learning across a college, not for grading, so score the task with the case rubric.

GradeWhat students doStandards
Grade 6

Match offices on a sample ballot to the everyday things they decide, then make a poster for families about finding their own ballot.

Students make: Matching sheet plus a poster.

RI.6.1 (opens in a new tab) W.6.2 (opens in a new tab) W.6.5 (opens in a new tab) SL.6.1.c (opens in a new tab) SL.6.1.d (opens in a new tab)
Grade 7RI.7.1 (opens in a new tab) W.7.2 (opens in a new tab) W.7.5 (opens in a new tab) SL.7.1.c (opens in a new tab) SL.7.1.d (opens in a new tab)
Grade 8RI.8.1 (opens in a new tab) W.8.2 (opens in a new tab) W.8.5 (opens in a new tab) SL.8.1.c (opens in a new tab) SL.8.1.d (opens in a new tab)
Grades 9–10

Write a nonpartisan explainer on one local contest: what the office does, what’s on the ballot, and where to verify.

Students make: Explainer, 250–350 words.

RI.9-10.1 (opens in a new tab) W.9-10.2 (opens in a new tab) W.9-10.5 (opens in a new tab) SL.9-10.1.c (opens in a new tab) SL.9-10.1.d (opens in a new tab)
Grades 11–12

Create a first-time voter guide for your state with an adult’s help, using only official sources.

Students make: Guide, 500–600 words.

RI.11-12.1 (opens in a new tab) W.11-12.2 (opens in a new tab) W.11-12.5 (opens in a new tab) SL.11-12.1.c (opens in a new tab) SL.11-12.1.d (opens in a new tab)
College and community

Write a nonpartisan voting-information guide for a student organization’s social accounts or a campus library display. Add a short note explaining how the guide avoids the problems in the creator’s voter guide.

Students make: Guide, 300–400 words, plus a note of about 100 words.

Social studies (C3)
  • D2.Civ.1.9-12 Students distinguish the powers of local, state and national offices on the ballot.
  • D2.Civ.2.9-12 Students analyze the role of voters and changes in who can vote over time.
  • D2.Civ.2.6-8 Students explain specific roles played by citizens, such as voters.
  • D3.1.9-12 Students select official election sources by authority.
D2.Civ.1.9-12 (opens in a new tab) D2.Civ.2.9-12 (opens in a new tab) D2.Civ.2.6-8 (opens in a new tab) D3.1.9-12 (opens in a new tab)
What each standard means
RI.6.1
Use evidence from the text to support what it says directly and what you can infer from it.
W.6.2
Write an informative text that explains a topic by choosing, organizing and analyzing relevant information.
W.6.5
With help from peers and adults, strengthen writing by planning, revising, editing or rewriting.
SL.6.1.c
Ask and answer specific questions with details that add to the discussion.
SL.6.1.d
Review the main ideas of a discussion and show you understand other views by reflecting and paraphrasing.
RI.7.1
Use several pieces of evidence from the text to support what it says directly and what you can infer.
W.7.2
Write an informative text that explains a topic by choosing, organizing and analyzing relevant information.
W.7.5
With help from peers and adults, strengthen writing by planning and revising, focusing on purpose and audience.
SL.7.1.c
Ask questions that draw out more detail, and respond with relevant ideas that bring the discussion back on topic.
SL.7.1.d
Take in new information from others and change your view when the evidence calls for it.
RI.8.1
Use the evidence that most strongly supports your analysis of what a text says and implies.
W.8.2
Write an informative text that explains a topic by choosing, organizing and analyzing relevant information.
W.8.5
With help from peers and adults, strengthen writing by planning and revising, focusing on purpose and audience.
SL.8.1.c
Ask questions that connect several speakers’ ideas, and respond with relevant evidence and observations.
SL.8.1.d
Take in new information from others and qualify or defend your view based on the evidence.
RI.9-10.1
Support an analysis with solid, complete evidence from the text, both for what it states and for what it implies.
W.9-10.2
Write an explanatory text that presents complex ideas and information clearly and accurately.
W.9-10.5
Strengthen writing by planning, revising, editing or rewriting, focusing on what matters most for the purpose and audience.
SL.9-10.1.c
Move a discussion forward with questions that connect it to larger ideas, bring others in and test ideas and conclusions.
SL.9-10.1.d
Respond to different views, sum up where people agree and disagree, and adjust your view when the evidence calls for it.
RI.11-12.1
Back up an analysis with the strongest evidence from the text, including where the text leaves things uncertain.
W.11-12.2
Write an explanatory text that conveys complex ideas clearly and accurately.
W.11-12.5
Strengthen writing by planning, revising, editing or rewriting, focusing on what matters most for the purpose and audience.
SL.11-12.1.c
Keep a discussion moving with questions that probe reasoning and evidence, and make sure the full range of views is heard.
SL.11-12.1.d
Respond to different views, pull together what each side says, resolve conflicts where possible and name what still needs research.
D2.Civ.1.9-12
Tell apart the powers and responsibilities of local, state, tribal, national and international institutions.
D2.Civ.2.9-12
Analyze the role of citizens in the U.S. political system, including how participation has changed over time.
D2.Civ.2.6-8
Explain the roles citizens play, such as voters, jurors, taxpayers, petitioners and protesters.
D3.1.9-12
Gather information from sources with a wide range of views, using origin, authority, structure, context and corroboration to choose them.
Civic Engagement VALUE Rubric
AAC&U’s rubric for taking part in community life, including civic communication and working within community structures toward a civic aim. In this case: Students give peers nonpartisan steps to find their own ballot and deadlines.
Information Literacy VALUE Rubric
AAC&U’s rubric for finding, evaluating and using information for a purpose, ethically and legally. In this case: Students rely on official sources and label the creator’s guide as a mix of facts and recommendations.
Authority Is Constructed and Contextual
A source’s authority depends on its creator’s expertise and on the question it is being used to answer. In this case: Students explain why a state or local election office, not a creator’s post, is the authority on deadlines.
Searching as Strategic Exploration
Searching for information is an exploration that takes planning, several sources and changes of direction. In this case: Students plan how a reader finds their own state’s registration rules and sample ballot.

Plain wording is our paraphrase. The official text is at each link.

Course versions

Each course version changes what students read, make and show. The names are the official course names.

Open your course to see its task.

Honors (set by your school) 60 minutes

Task: Argue whether the voting age for local elections should be lowered to 16.

Students make
Argument, 600–700 words.
Assess
The argument is judged on accurate facts about existing examples, its handling of counterarguments and its attention to implementation, not on length.
Steps and sample answers

Steps students follow

  1. Read the article your teacher gives you. Note each example and its facts.
  2. Fill in the claim and counterclaim chart.
  3. Write a qualified thesis on lowering the local voting age to 16.
  4. State the maturity objection at full strength, then answer it with evidence.
  5. Name who would run the change and how it would be checked.
  6. Draft your introduction and one body paragraph on the Your draft page.
  7. Write the full argument of 600 to 700 words in the online workspace or on paper.

Sample answers for the task boxes

Qualified thesis
Cities should consider letting 16-year-olds vote in local elections, starting with school board races, if they pair the change with civic education.
Evidence from the case and sources
The Twenty-Sixth Amendment protects the vote at 18 but does not bar younger voters. Several states let some 17-year-olds vote in primaries.
The maturity objection, at full strength
Sixteen-year-olds may be more influenced by parents and schools, so their votes may not reflect independent judgment.
Who would run and check the change
The local election office would register and verify younger voters, and the city would decide which contests they vote in.

Sample draft: Introduction, about 110 words

Sample answer Honors (set by your school)

Anika is 16. She can learn what her school board decides and check whether her state lets her preregister. She cannot vote yet. Should cities let 16-year-olds like her vote in local elections? The Twenty-Sixth Amendment protects the vote at 18. 2 It does not stop a state from letting some younger people vote: Vote.gov notes that several states let some 17-year-olds vote in primaries. Cities should consider lowering the local voting age to 16, starting with school board races. 1 The change should come with civic education and clear rules from the election office.

  1. Qualifies the thesis with conditions.
  2. Reads the amendment’s text accurately.

Sample draft: One body paragraph, about 140 words

Sample answer Honors (set by your school)

The strongest objection is maturity. Sixteen-year-olds may be more influenced by parents and schools, so their votes might not reflect independent judgment. 1 That objection deserves a real answer. The answer starts with the office. The school board sets the district budget and approves policies like the school calendar, decisions students live with every day. A 16-year-old who reads the sample ballot, separates a guide’s facts from its picks and checks official sources is showing the judgment a voter needs. The change would also need clear rules. 2 The local election office would register and verify younger voters, and the city would decide which contests they vote in. Civic education in school would give every new voter the same starting point, whatever their family believes.

  1. Takes the maturity objection seriously before answering it.
  2. Names who would carry out the change.

Check your work questions

  1. Is your thesis clear and qualified?
  2. Are your facts about existing examples accurate and sourced?
  3. Do you answer the maturity objection with evidence?
  4. Do you say who would run the change and how it would be checked?
One change I made after feedback
I cut a reply that some adults are immature too, because it dodged the objection instead of answering it.

This case in the Honors (set by your school) educator edition

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Pre-AP English 1 and Pre-AP English 2 45 minutes

Task: Closely observe a sample ballot’s structure and write an evidence-based explanation of what Dec will actually be deciding.

Students make
Observation grid plus explanation (200 words).
Assess
The grid is checked for an accurate reading of the ballot, and the explanation is scored for correct office descriptions, nonpartisan language and an evidence-based defense.
Course skills
Close observation and analysis, Academic conversation, Evidence-based writing.
Steps and sample answers

Steps students follow

  1. Read the sample ballot in Evidence A. Sort each contest by level: federal, state or local.
  2. Fill in the grid. Write “not listed” where the ballot leaves something out.
  3. Answer the question stem: which office affects Dec’s school?
  4. Talk with a partner about which contest matters most for students.
  5. Write an explanation of about 200 words on what Dec will decide.
  6. Defend your choice of the most important contest with evidence.

Sample answers for the task boxes

Federal level
U.S. Representative. Term and duties: not listed on the ballot.
State level
State Senator, and a Superior Court judge up for retention.
Local level
Board of Education, District 3 (vote for two); City Council, Ward 5.
Measure
Measure T, a transit improvements bond.
The contest that matters most for students, and why
The school board race, because the board sets the district budget and school calendar that students live with.

Sample draft: Your explanation, about 200 words

Sample answer Pre-AP English 1 and Pre-AP English 2

Dec’s feed covers one race, but his sample ballot shows that he will decide much more. 1 The ballot has three levels. At the federal level, he votes for a U.S. Representative. At the state level, he votes for a State Senator and on whether a Superior Court judge stays in office. At the local level, he chooses two members of the Board of Education for District 3 and one City Council member for Ward 5. He also votes on Measure T, a transit improvements bond. 2 The ballot lists no terms or duties, so Dec needs office descriptions to know what each job controls. The contest that matters most for students is the school board race. 3 The board sets the district budget and approves policies like the school calendar, decisions that shape every school day. Measure T matters too, since it could affect Dec’s bus, but it is one question, while the board makes many decisions all year. Dec said he needs to know what is on his ballot, and this reading answers that 4 without telling him how to vote.

  1. Reads the ballot’s structure before its content.
  2. Names what the document leaves out.
  3. Supports the claim with an accurate office description.
  4. Stays nonpartisan.

Check your work questions

  1. Does your grid read the ballot accurately?
  2. Are your office descriptions correct?
  3. Is your explanation nonpartisan?
  4. Do you defend your choice of contest with evidence?
The challenge my partner raised
My partner asked why Measure T matters less if Dec rides the bus.
What I changed, and why
I added that Measure T is one question, while the board makes many decisions, to answer my partner.

This case in the Pre-AP English 1 and Pre-AP English 2 educator edition

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Official course framework: College Board, Pre-AP shared principles and instructional practices (opens in a new tab)

AP English Language and Composition 50 minutes

Task: Rhetorically analyze a voter guide aimed at young people.

Students make
Analysis, about 500 words.
Assess
The analysis receives practice feedback on the three AP Lang scoring rows, with commentary judged on how exactly it locates and explains the shift.
Course skills
Rhetorical Situation (RHS), Claims and Evidence (CLE), Style (STL).
Steps and sample answers

Steps students follow

  1. Choose your text: the creator’s guide in Evidence B or the guide your teacher gives you.
  2. Fill in the rhetorical situation grid: author, audience, purpose and context.
  3. Mark the exact point where the guide stops informing and starts persuading.
  4. Write a thesis on how the guide builds trust with first-time voters.
  5. Draft your thesis and one body paragraph on the Your draft page.
  6. Answer the view that busy first-time voters are better served by a guide with picks.
  7. Finish the analysis of about 500 words in the online workspace or on paper.

Sample answers for the task boxes

Rhetorical situation
Author: a creator, unnamed. Audience: young, first-time voters. Purpose: to inform and to steer. Context: posted three weeks before the election.
How the guide builds trust
“All you need for November!!” promises completeness, and the exclamation points sound like a friend, not an office.
Where informing turns into persuading
After “Registration closes the 14th.” The next line, “vote Candidate B,” is a command.
Thesis
The guide earns trust with a friend’s voice and one checkable fact, then spends that trust on picks it never labels as opinion.

Sample draft: Thesis and body paragraph

Sample answer AP English Language and Composition

The creator’s guide earns trust with a friend’s voice and one checkable fact, 1 then spends that trust on picks it never labels as opinion. It opens with “All you need for November!!” The phrase promises completeness to readers who may not know where else to look. 2 The doubled exclamation points sound like a friend’s text, not an election office. Its first real line, “Registration closes the 14th,” reads like a fact, which makes the guide seem reliable. But it names no state, so a reader cannot check it. 3 The next line changes mode. “School board: vote Candidate B, the only one who cares about students” is a command with a reason attached. The reason is an opinion presented as a fact.

  1. A defensible thesis about purpose and strategy.
  2. Commentary explains the effect of a specific choice.
  3. Locates the shift from informing to persuading exactly.

Sample draft: Counterargument and qualification

Sample answer AP English Language and Composition

A reader might say busy first-time voters are better served by a guide that simply gives picks. 1 That is fair for a voter who already trusts the author and knows the ballot. But this guide hides that it is advocacy. Its closing “Measure T: yes, obviously” treats a bond as settled, while Mateo cannot yet say what it would pay for. A guide with picks can inform, but only when it labels them as picks and shows the reader where to check the facts.

  1. Qualifies the argument after taking the counterargument seriously.

Check your work questions

  1. Does your thesis explain how the guide builds trust with first-time voters?
  2. Do you quote the exact place where informing turns into persuading?
  3. Do you answer the view that picks help busy first-time voters?
  4. Does your commentary explain the effect of each choice?
One change I made after feedback
I revised a body paragraph so it quotes the exact line where the guide starts giving orders, and explains that turn.

This case in the AP English Language and Composition educator edition

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Official course framework: College Board, AP English Language and Composition course page (opens in a new tab)

AP United States Government and Politics 40 minutes

Task: SCOTUS comparison: compare Baker v. Carr (1962) with Reynolds v. Sims (1964). Explain how each shaped the “one person, one vote” principle and why district lines help determine which contests appear on a person’s ballot.

Students make
SCOTUS comparison response, about 350 words.
Assess
Each part is checked in the style of the SCOTUS Comparison question for accurate facts and holdings, the relationship between the cases and a nonpartisan application.
Course skills
Unit 5: Political Participation, Unit 2: Interactions Among Branches of Government, SCOTUS Application.
Steps and sample answers

Steps students follow

  1. Read the Oyez summaries of Baker v. Carr and Reynolds v. Sims.
  2. Fill in the comparison template: facts, holding and principle for each case.
  3. Write part A: explain the holding in Baker v. Carr.
  4. Write part B: explain how Reynolds v. Sims applied one person, one vote.
  5. Write part C: explain why district lines help decide the contests on Dec’s ballot.
  6. Write about 350 words in all. Continue on paper if you need more room.

Sample answers for the task boxes

Baker v. Carr (1962)
The Court treated apportionment as justiciable, so courts could hear challenges to how districts were drawn.
Reynolds v. Sims (1964)
The Court applied one person, one vote to state legislative districts, so districts must be close in population.
How the cases connect
Baker let courts hear district cases; Reynolds set the population rule they would apply.
Why district lines shape a ballot
District lines decide which districts Dec lives in, so they decide contests like District 3 and Ward 5.

Sample draft: Part A: Baker v. Carr

Sample answer AP United States Government and Politics

In Baker v. Carr (1962), a required case, the Supreme Court 1 treated apportionment as a justiciable question. That meant federal courts could hear a claim that district lines were drawn unfairly. The case did not set a population rule itself.

  1. States Baker’s holding in the course’s own terms.

Sample draft: Part B: Reynolds v. Sims

Sample answer AP United States Government and Politics

In Reynolds v. Sims (1964), the Court applied the one person, one vote principle to state legislative districts. Districts had to be close in population, so each person’s vote carried similar weight. 1 Baker made cases like this possible, and Reynolds set the rule courts would apply to them.

  1. Explains the relationship between the two cases.

Sample draft: Part C: district lines, Dec’s ballot and the Twenty-Sixth Amendment

Sample answer AP United States Government and Politics

District lines help decide which contests appear on a person’s ballot. Dec’s sample ballot lists a Board of Education seat for District 3 and a City Council seat for Ward 5. 1 A neighbor across a district line would see different local contests. The Twenty-Sixth Amendment, the 1971 amendment that set the voting age at 18, 2 expanded the electorate in another way. It is why Dec, who turns 18 in October, can vote in November if he is registered.

  1. Applies districting to the ballot in the case.
  2. Connects the Twenty-Sixth Amendment, the challenge in this task.

Check your work questions

  1. Do you state each holding accurately?
  2. Do you explain how the two cases relate?
  3. Do you connect district lines to the contests on a ballot?
  4. Is your response nonpartisan?
One change I made after feedback
I moved the population rule from part A to part B, because Reynolds set it, not Baker.

This case in the AP United States Government and Politics educator edition

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Official course framework: College Board, AP United States Government and Politics course page (opens in a new tab)

AP Seminar 300 minutes

Task: Team inquiry: “Why do young people vote less in local elections, and what would change that?” Members research turnout data, registration rules, civic education and youth-led efforts, then present to student council.

Students make
Individual research report (800–1,000 words) plus 8-minute team presentation.
Assess
Reports and the presentation are scored with educator-adapted rubrics modeled on the published Performance Task 1 components; this is practice, not a submitted performance task.
Course skills
Question and Explore, Evaluate Multiple Perspectives, Team, Transform, and Transmit.
Steps and sample answers

Steps students follow

  1. Choose your lens: turnout data, registration rules, civic education or youth-led efforts.
  2. Write your team’s research question and your own lens question in the planner.
  3. Find and annotate at least three teacher-approved sources for your lens.
  4. Write the core of your report on the Your draft page.
  5. Write your full report of 800 to 1,000 words in the online workspace or on paper.
  6. Build an 8-minute team presentation for student council with nonpartisan recommendations.
  7. Check your report with the questions on the Check your work page.

Sample answers for the task boxes

Team research question
Why do young people vote less in local elections, and what would change that?
My lens and my question
Registration rules: what do states let young people do before 18?
Source 1 and what it reports
Ballotpedia News, September 26, 2025: most states let teenagers preregister, and some let them vote in primaries.
Source 2 and what it reports
CIRCLE, April 14, 2025: about 47% of 18- to 29-year-olds voted in 2024, with big differences by state.
A limit of my sources
None of them measures local turnout directly. CIRCLE’s figure covers 2024 overall.

Sample draft: Introduction and lens question

Sample answer AP Seminar

Why do young people vote less in local elections, and what would change that? 1 My team divided the question into four lenses: turnout data, registration rules, civic education and youth-led efforts. I studied registration rules. The fictional case of Dec shows why they matter. He turns 18 in October, and his sample ballot has a school board race and a transit measure that his feed never mentions.

  1. Frames the team inquiry and places one lens within it.

Sample draft: One findings paragraph

Sample answer AP Seminar

Ballotpedia reported on September 26, 2025, that most states let teenagers preregister before 18 and that some let them vote in primaries. NPR reported in 2023 that some states are trying to boost youth registration. CIRCLE found that about 47% of 18- to 29-year-olds voted in 2024, with big differences by state. 1 None of these sources measures local turnout directly, so my team cannot claim that preregistration raises local turnout. What the sources support is narrower: rules differ by state, and so does youth participation. A recommendation for student council has to fit that. 2 It should share official, state-specific information, stay nonpartisan and never ask anyone to post an address.

  1. Names the limit of the evidence before recommending.
  2. A recommendation that is legal, nonpartisan and feasible for students.

Check your work questions

  1. Is your research question focused and answerable?
  2. Do you report each source’s data accurately, with its limits?
  3. Are your recommendations nonpartisan?
  4. Are your recommendations legal and feasible for students under 18?
One change I made after feedback
I removed a claim that preregistration raises local turnout, because none of my sources measured local turnout.

This case in the AP Seminar educator edition

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Official course framework: College Board, AP Seminar course page (opens in a new tab)

Pre-IB (a school pathway, not an IB program) 90 minutes

Task: Write a comparative analysis of how the official sample ballot and a creator’s voter guide present the same election: what each includes, leaves out and asks the reader to do. Then write a reflection on the question: how can a voter know what a candidate or measure will actually do?

Students make
Comparative analysis (450–550 words) plus a 250-word reflection.
Assess
The educator applies the school’s own pre-IB rubric for comparison, source judgment and reflection; no IB criteria, marks or grades are assigned.
Steps and sample answers

Steps students follow

  1. Read the sample ballot and the creator’s guide side by side.
  2. Fill in the grid: purpose, author, what each includes and what each asks the reader to do.
  3. Highlight facts in one color and recommendations in another.
  4. Write a comparative analysis of 450 to 550 words, starting on the Your draft page.
  5. Write a reflection of about 250 words: how can a voter know what a candidate or measure will do?
  6. Check your work with the questions on the Check your work page.

Sample answers for the task boxes

Purpose of each text
The sample ballot lists every contest for one address. The guide tells readers how to vote on two of them.
Author of each text
The ballot is the official list for the election. The guide’s author and funder are not named.
What each includes
The ballot has five contests and one measure, with no explanations. The guide has a deadline, one race and one measure.
What each asks the reader to do
The ballot asks the reader to choose. The guide asks the reader to follow its picks.

Sample draft: Comparative analysis: opening paragraphs

Sample answer Pre-IB (a school pathway, not an IB program)

The sample ballot and the creator’s guide 1 describe the same election for different purposes. The ballot is complete and neutral. It lists five contests and one measure, from a U.S. Representative to Measure T, and asks the reader to choose in each. It explains nothing, so a reader cannot tell what the Board of Education or the City Council does. The guide is incomplete and persuasive. It mentions one deadline, one race and one measure, and it tells the reader what to do: “vote Candidate B” and “Measure T: yes, obviously.” 2 Its confident tone makes its picks look like facts, and it never names its author or funder. Each text supplies part of what a voter needs, and neither gives the office descriptions both leave out.

  1. Compares the texts by purpose, not only by content.
  2. Separates recommendation from fact and explains the effect.

Sample draft: Reflection: opening paragraph

Sample answer Pre-IB (a school pathway, not an IB program)

How can a voter know what a candidate or measure will do? Neither text can tell Dec that. The ballot shows what he is choosing, and the guide shows what one person wants. Predicting what an official will do depends on evidence the texts do not have. That includes what the office controls and what candidates say in their own words. Even then, 1 a prediction is a judgment, not a fact. The most a voter can know for sure is which contests apply, what each office can do and who is making each claim.

  1. Names a limit of what a voter can know.

Check your work questions

  1. Do you compare the texts by purpose and effect?
  2. Do you separate checkable facts from recommendations?
  3. Do you stay nonpartisan throughout?
  4. Does your reflection name the limits of predicting what officials will do?
One change I made after feedback
I cut a sentence that called Measure T a good idea, because the analysis compares the texts and takes no side.

This case in the Pre-IB (a school pathway, not an IB program) educator edition

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IB Middle Years Programme (MYP) 90 minutes

Task: Investigate “How do local elections shape daily life?” and create an infographic for classmates.

Students make
Infographic plus reflection.
Assess
The educator uses Individuals and societies criteria A, B and C, applying the school’s own year-level descriptors.
Course skills
Individuals and Societies A: Knowing and understanding, Individuals and Societies B: Investigating, Individuals and Societies C: Communicating.
Steps and sample answers

Steps students follow

  1. Write the inquiry question at the top of the planner.
  2. Choose three contests from the sample ballot in Evidence A.
  3. Write one way each contest could touch daily life.
  4. Plan your infographic in panels: question, three contests, where to check.
  5. Write the panel text on the Your draft page, with no picks.
  6. Write a reflection of about 100 words on fairness and development.
  7. Check your work with the questions on the Check your work page.

Sample answers for the task boxes

Inquiry question
How do local elections shape daily life?
Three contests and daily life
School board: the school budget and calendar. City Council, Ward 5: the ward’s voice on the city council. Measure T: transit, like buses.
Where classmates can check
Vote.gov, which links to each state’s election office and sample ballot.

Sample draft: Infographic panel text

Sample answer IB Middle Years Programme (MYP)

Panel 1: How do local elections shape daily life? Panel 2: 1 The school board sets the school budget and calendar. Panel 3: A city council seat, like Ward 5, gives your area a voice at the city level. Panel 4: A measure, like Measure T, asks voters directly, here about transit. Panel 5: Your address decides your ballot. Check yours at vote.gov. 2 This infographic does not tell you how to vote.

  1. States an office’s job accurately.
  2. Keeps the product nonpartisan.

Sample draft: Reflection, about 100 words

Sample answer IB Middle Years Programme (MYP)

Our global context is fairness and development. 1 A fair election depends on people knowing what they are voting on, and many voters, like Dec, see only the big race in their feed. Local offices hold power over schools and buses, which students use every day. My infographic shows three of those contests and one official place to check. I kept it nonpartisan, because the statement of inquiry is about knowing what each office does, not about who should win.

  1. Connects the inquiry to fairness and development.

Check your work questions

  1. Is your inquiry question focused?
  2. Is every fact about an office accurate?
  3. Does your infographic avoid any picks?
  4. Does your reflection connect to fairness and development?
One change I made after feedback
I replaced the word “jurisdiction” with “your address decides your ballot,” because classmates asked what jurisdiction meant.

This case in the IB Middle Years Programme (MYP) educator edition

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Official course framework: International Baccalaureate, MYP curriculum (opens in a new tab)

IB Diploma Programme: Language A: language and literature 75 minutes, partial fit

Task: Write a guided textual analysis of an educator-selected voter guide aimed at young or first-time voters, responding to the guiding question.

Students make
Guided analysis, 600–800 words, written in 75 minutes.
Assess
The educator gives practice feedback on understanding and interpretation, analysis of the writer’s choices, focus and organization, and language; no IB marks are predicted.

Fit: partial. A voter guide aimed at young people is a rich non-literary text for analyzing the shift from informing to persuading, but the case only describes the creator’s guide, so the rehearsal uses an educator-selected real guide chosen to keep the classroom nonpartisan.

Steps and sample answers

Steps students follow

  1. Mark where Evidence B turns from informing to persuading, as a warm-up.
  2. Write a practice paragraph on Evidence B on the Your draft page.
  3. Read the guiding question above the guide your teacher gives you.
  4. Annotate that guide in three layers: address, layout, and the shift from fact to recommendation.
  5. Write your guided analysis of 600 to 800 words in 75 minutes, on paper.

Sample answers for the task boxes

Address to the reader, Evidence B
“All you need for November!!” talks to the reader like a friend with a tip.
Layout and hierarchy, Evidence B
Short labeled lines: a deadline, then “School board:” and “Measure T:” as headings for picks.
Where informing turns into persuading
At “School board: vote Candidate B.” The fact is over, and the commands begin.

Sample draft: Practice paragraph on Evidence B

Sample answer IB Diploma Programme: Language A: language and literature

The creator’s guide builds trust quickly and then spends it. Its opening, “All you need for November!!,” 1 addresses first-time voters as friends who need one reliable source. The doubled exclamation points carry a friend’s energy rather than an office’s caution. The next line, “Registration closes the 14th,” 2 borrows the authority of a fact, even though it names no state. Then the layout shifts. Each later line starts with a label, “School board:” or “Measure T:,” and ends with an instruction. 3 The labels look like the headings of a neutral guide, but the text under them is advocacy. Informing turns into persuading at the colon.

  1. Analyzes address and its effect on trust.
  2. Explains how one checkable-looking line builds credibility.
  3. Analyzes layout doing persuasive work, the route’s challenge.

Check your work questions

  1. Does your thesis answer both parts of the guiding question?
  2. Do you analyze language and design with precise references?
  3. Do you locate and explain the shift from informing to persuading?
  4. Did you analyze the guide without taking a side on its picks?
One change I made after feedback
I cut a paragraph that argued against the guide’s picks, because the task analyzes how the guide persuades.

This case in the IB Diploma Programme: Language A: language and literature educator edition

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Official course framework: International Baccalaureate, Language A: language and literature course page (opens in a new tab)

IB Diploma Programme: Global politics 100 minutes, partial fit

Task: Rehearse an engagement project on youth participation in local elections: frame a nonpartisan political issue, such as why young people vote less in local contests, map the actors (election office, schools, parties, youth organizations, candidates), plan ethical, nonpartisan engagement with an election office or youth civic group, and analyze how turnout affects the legitimacy of local decisions, comparing voting age or registration in one other country.

Students make
Engagement-project proposal, 600–800 words, with an actor map.
Assess
The educator gives practice feedback on issue framing, nonpartisan engagement planning and conceptual accuracy; the proposal is not an internal assessment submission and no IB marks are predicted.
Course skills
Global politics — key concepts: power and legitimacy.

Fit: partial. Elections confer legitimacy, and low local turnout raises questions of power and participation that suit engagement-project rehearsal, but the case is a U.S. ballot-information task and needs comparative material to reach the thematic studies.

Steps and sample answers

Steps students follow

  1. Frame a nonpartisan issue about young people and local elections.
  2. Map the actors: election office, schools, parties, youth groups and candidates.
  3. Plan one contact with an election office or youth civic group, with consent and safety notes.
  4. Explain legitimacy two ways: by procedure and by participation.
  5. Plan how you will compare voting age or registration in one other country.
  6. Write your proposal of 600 to 800 words, starting on the Your draft page.

Sample answers for the task boxes

Political issue
Why do young people vote less in local contests, and what does that mean for local decisions?
Actor map
Election office: authority over registration and ballots. Schools: civic education. Parties and candidates: resources. Youth groups: voice. Young voters like Dec: the vote.
Engagement plan
With a teacher’s help, ask the local election office how young residents learn what is on their ballot. Take no side on any contest.
Two views of legitimacy
By procedure: legitimate if the election followed the rules. By participation: stronger when more affected people vote.

Sample draft: Proposal: issue, actors and engagement

Sample answer IB Diploma Programme: Global politics

Issue: 1 why young people vote less in local contests, and what that means for local decisions. Dec’s sample ballot shows the stakes. A school board race, a city council seat and Measure T all sit below a big race that fills his feed. Actors: 2 the local election office holds formal authority over registration and ballots. Schools shape civic education. Parties and candidates bring resources, and youth organizations bring voice. Engagement: with a teacher’s help, I would ask the election office how young residents learn what is on their ballot. I would stay nonpartisan, 3 get consent before quoting anyone and never collect addresses.

  1. Frames a political issue about participation without taking a side.
  2. Maps an actor by its source of power.
  3. Plans ethical, nonpartisan engagement.

Sample draft: Legitimacy and the comparison

Sample answer IB Diploma Programme: Global politics

Legitimacy: under a procedural view, a school board election is legitimate if it follows the rules, whatever the turnout. 1 Under a participation view, a board chosen by few young voters has weaker standing with the students it governs. Comparison: I will use one official source to describe voting age or registration in one other country. I will compare the two sets of rules without ranking the countries.

  1. Uses legitimacy precisely, in two senses.

Check your work questions

  1. Is your issue political and nonpartisan?
  2. Does your actor map show each actor’s source of power accurately?
  3. Is your engagement plan ethical, with consent and no collection of personal information?
  4. Do you use legitimacy in two precise senses?
One change I made after feedback
I removed a youth group that supports one party from my contact list, because my engagement has to stay nonpartisan.

This case in the IB Diploma Programme: Global politics educator edition

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Official course framework: International Baccalaureate, Global politics course page (opens in a new tab)

Steps and sample answers for each course are in the educator edition for that course.

Sources

Case sources

  1. Vote.gov, “Your state or territory’s voting information (opens in a new tab).” No date listed. The official site for checking or updating your registration.
  2. Vote.gov, “Preparing to vote: age 18 and under (opens in a new tab).” No date listed. Preregistration and voting-age rules, which depend on your state.
  3. USAGov, “Sample ballots and voter guides (opens in a new tab).” No date listed. What each one contains, and how to find the ballot for your address.
  4. National Constitution Center, “The 26th Amendment of the U.S. Constitution (opens in a new tab).” No date listed. The text of the Twenty-Sixth Amendment, with a nonpartisan explanation.

Research behind the lesson

These are our teaching applications of the ideas below. For a rule or a fact, use the case sources.

  1. Cornell Legal Information Institute, No date listed. Authority and jurisdiction (opens in a new tab). Legal reference. Whether legal authority binds a decision-maker depends on the relevant jurisdiction and legal system. Keep in mind: This reference introduces a concept. The actual rule, jurisdiction, facts and current primary sources must be checked in each case.
  2. Jeong-Nam Kim and James E. Grunig, 2011. Situational theory of problem solving (opens in a new tab). Research article. How people recognize a problem, connect it to their lives and perceive barriers helps explain their communication about it. Keep in mind: A prompt for asking about people’s circumstances, not a way to infer someone’s beliefs from their identity.

Professional codes

  1. Society of Professional Journalists (SPJ), SPJ Code of Ethics (opens in a new tab). Revised September 6, 2014, at SPJ's National Convention in Nashville, Tennessee.
  2. Radio Television Digital News Association (RTDNA), RTDNA Code of Ethics (opens in a new tab). Revised code adopted June 11, 2015.
  3. National Communication Association (NCA), Credo for Ethical Communication (opens in a new tab). Approved by the NCA Legislative Council in 1999; reaffirmed in 2011; reaffirmed with edits in 2017 and 2024.

Standards and course frameworks

  1. Common Core State Standards Initiative, English Language Arts Standards, Reading: Informational Text: grade 6 (opens in a new tab), grade 7 (opens in a new tab), grade 8 (opens in a new tab), grades 9–10 (opens in a new tab), grades 11–12 (opens in a new tab). Checked September 24, 2026.
  2. Common Core State Standards Initiative, English Language Arts Standards, Writing: grade 6 (opens in a new tab), grade 7 (opens in a new tab), grade 8 (opens in a new tab), grades 9–10 (opens in a new tab), grades 11–12 (opens in a new tab). Checked September 24, 2026.
  3. Common Core State Standards Initiative, English Language Arts Standards, Speaking and Listening: grade 6 (opens in a new tab), grade 7 (opens in a new tab), grade 8 (opens in a new tab), grades 9–10 (opens in a new tab), grades 11–12 (opens in a new tab). Checked September 24, 2026.
  4. National Council for the Social Studies, “College, Career, and Civic Life (C3) Framework (opens in a new tab).” Checked September 25, 2026.
  5. College Board, Pre-AP shared principles and instructional practices (opens in a new tab). Checked September 25, 2026.
  6. College Board, AP English Language and Composition course page (opens in a new tab). Checked September 25, 2026.
  7. College Board, AP United States Government and Politics course page (opens in a new tab). Checked September 25, 2026.
  8. College Board, AP Seminar course page (opens in a new tab). Checked September 25, 2026.
  9. International Baccalaureate, MYP curriculum (opens in a new tab). Checked September 25, 2026.
  10. International Baccalaureate, Language A: language and literature course page (opens in a new tab). Checked September 25, 2026.
  11. International Baccalaureate, Global politics course page (opens in a new tab). Checked September 25, 2026.
  12. American Association of Colleges and Universities (AAC&U), “VALUE Rubrics (opens in a new tab).” 2009. Checked September 25, 2026.
  13. Association of College and Research Libraries (ACRL), a division of the American Library Association, “Framework for Information Literacy for Higher Education (opens in a new tab).” 2016. Checked September 25, 2026.

Margin notes

  • Evidence to check
  • A rule or process
  • A connection
  • A next step

The companions are characters in the story. Their notes point to something to check or ask.

AP, Pre-AP and IB activities are practice designed by No, Pero Why?. They are not official College Board or IB materials. Honors expectations are set by your school. College tasks are practice designed by No, Pero Why?. They are not official materials from AAC&U, ACRL or any college, and no college has reviewed them. This guide gives general education, not legal advice.