Election 2006

In honor of Election Day, one lucky class learned about the voting process in an afternoon discussion and mock election on Monday. The second graders at P.S. 217/I.S. 217 were one of the few classes to learn about the election process at this small elementary and middle school. Across New York City, students have Election Day off from school so many teachers did not plan election activities. The Assistant Principal Samantha Kaplan was shocked that most classes, in this school of 460 students were not discussing the election.

“I don’t know why. I think they are preparing for social studies testing this week, but that doesn’t mean they can’t mention it in class.” said Ms. Kaplan.

In a school that otherwise has high academic standards, there was a surprising lack of interest in election education this week. Mrs. Vilabrera, one of three second grade teachers, was disappointed to hear that other teachers were not discussing the election.

“All they have to do is take a couple of minutes to talk about it,” she said during her lunch break. “The methods of voting are important for the children to know because later in life they will have to be responsible citizens, following the same pattern,” she said.

The two other teachers, Ms. Afodercei and Ms. Christian, led two lines of energetic students down a brightly lit hallway to their classroom. The small classroom contains closely packed desks and its walls are covered with number grids, posters and bookshelves. Coursework and vocabulary charts are clothes-pinned overhead across a string. After lunchtime, as the second graders were ushered into the classroom, Ms. Afoderci, asked the students to sit on the rug where the class holds their morning meeting. The blue rug filled with the inquisitive students who look at the word “Election” on the white board in front of them. “What are we doing?” a few of the students asked.

As they settled into their spots, the kids waited excitedly with a low rustle of chatter. The fundamental aspects of the election process were introduced through a lesson in vocabulary. The students were asked to define key terms like “leader,” “community,” and “nominate.” Many of the students provided comprehensive definitions for words like “election” and “vote.” Despite their young age, these students had already been exposed to some of the concepts of voting, but some children were confused by what it means to be a leader. They found it difficult to understand that someone may have the qualities of a leader, but may not be elected.

The discussion of the election process was directly tied to a weekly activity the second graders enjoy called, “Very Important Person of the Week.” Each Monday, one student’s name is drawn randomly. The students then write what they like about the person and draw a picture for him or her in class. All of the entries are compiled in a brightly colored book for the VIP. This time, they nominated and voted for next week’s VIP. “It builds community,” said Ms. Afodercei. The activity is also an opportunity for the students to connect with each other and to practice their writing skills.

All of the kids fidgeted in their seats excitedly as they envisioned occupying the privileged role. “Think about who you think is a model student in the class,” said Ms. Afodercei. As the qualifications for nominees were discussed, the same word rippled in a whisper across the rug, “Me.” Everyone wanted to be the VIP, but only four could be nominated, and the candidates must be chosen by another person. The kids selected individuals they thought were “nice to everybody” and “listen in class.” When asked why she nominated particular candidates, one girl said she chose them because “she’s good at reading,” or “he always does his homework.”

Each nominated student had to be approved by at least one other person. When the four had been chosen, the teachers passed the ballots out to the eager voters, who then quietly voted, without peeking at their neighbors. With proud smiles, they stuffed the folded pieces of paper into the ballot box. “This is a good thing because they can see the recognition for good behavior,” said Ms. Christian.

To the teacher’s surprise, the students chose some of the most well-behaved and responsible children in the class, instead of the simply “popular” or “cool” kids. The group also nominated an equal number of girls and boys.

All three teachers were pleased with the outcome of the activity. “In the election, the students identified the qualities that they want to attain for themselves. The process taught them about Election Day and about choosing a leader — not just a friend, but one who has the qualities they think make a good student,” said Ms. Afoderci.

The lesson was such a success the teachers plan to use voting in the classroom regularly.