What young people will learn and do:

• Discover the qualities associated with different voting methods, and the underlying math concepts
• Explore the economic and cultural reasons people may have for how and if they vote
• Analyze an historical example of a poster that promotes voter participation, and apply established principles of design to create an original poster from various materials and media

The first project activity gives participants an opportunity to experience voting methods firsthand, in context-and demonstrates that fair elections are unattainable when more than two alternatives are posed. In the group discussion that follows, youth hear an economist's perspective on voting and reflect on what would compel them personally to participate. They proceed to analyze a primary source, observing visual and verbal cues to gain understanding of how the designer sought to increase voter participation. As a culminating activity, participants identify a strategy for encouraging people to vote, and follow design principles to create a persuasive multimedia piece illustrating this strategy.

An oft-stated ideal of youth-serving organizations, preparing young people to engage in their communities as informed citizens is an explicit function of this interdisciplinary project. The activities teach math and economics concepts, develop visual literacy and artistic skills, and foster analytical thinking and collaborative learning. A combination of several Thinkfinity partner resources, this project appeals to different learning styles and is easily adapted to suit the needs of various programs.

Project Duration:

From 2 to 3 weeks (assuming multiple sessions per week)

Materials needed:

• Paper and pens, colored pencils, markers, paints
• Poster board, Bristol board, canvas or watercolor paper
• Optional: computer with graphic design software

Career fields highlighted:

• Political activism/community organizing
• Marketing/public relations
• Art design/media production

Academic standards addressed:

• Principles and Standards for School Mathematics, Number & Operations 9-12: 1 -Compare and contrast the properties of numbers and number systems, including the rational and real numbers, and understand complex numbers as solutions to quadratic equations that do not have real solutions. 2 - Use number-theory arguments to justify relationships involving whole numbers. 3 - Develop a deeper understanding of very large and very small numbers and of various representations of them.
• Voluntary National Content Standards in Economics, Standard 4: Role of Incentives - Students will understand that: People respond predictably to positive and negative incentives. Students will be able to use this knowledge to: Identify incentives that affect people's behavior and explain how incentives affect their own behavior.
• National Standards in Historical Thinking, Standards 1 (Chronological Thinking), 2 (Historical Comprehension), 3 (Historical Analysis), 4 (Historical Research), Eras 4, 7, and 9 (1797-1992).
• The National Standards For Arts Education, Visual Arts (5-8): Standard 1 - Understanding and applying media, techniques, and processes; Standard 3 - Choosing and evaluating a range of subject matter, symbols, and ideas; Standard 4 - Understanding the visual arts in relation to history and cultures.