Documenting Democracy
During the Fall semester 2012, students completed an interdisciplinary project in which they documented democracy and democratic processes. Students delved into the U.S. election system, explored various political ideologies, and examined current election issues, including the role of Latino voters in the presidential race. Students fleshed out their own political perspectives in personal statements, interviewed Latino voters, held debates on election issues, visited polling sites and other election venues on election day, and redesigned the election experience for a new generation of voters. Furthermore, they learned to document through photography, compiling a photographic art portfolio to display their best work, including photojournalism from election day and a final conceptual photo that represents a political issue of importance to them. In doing, students learned to communicate, both interpreting and creating messages, through a new medium.
Below you will find information on the various components of this interdisciplinary project (elements are listed in reverse chronological order), including student examples.
Below you will find information on the various components of this interdisciplinary project (elements are listed in reverse chronological order), including student examples.
documenting_democracy_2012.docx | |
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Election Re-Design Project
Inspired by a Stanford d.school workshop I attended in August 2012, we offered the experience to students to engage in their own design work by rethinking and reconfiguring the election process for a new generation of voters. Students interviewed eligible voters ages 18-30 about their experiences and tried to garner from their conversation how they might be able to alter the election system to better meet the needs and reflect the wishes of the youngest generation of voters. Students then worked through the prototyping phase of the d.school model, developing a visual example to bring to exhibition, where they could get feedback on their idea. After hearing from "users", or voters, themselves, students designed products or systems such as: A Poll on the Roll, a mobile voting booth that comes to the voter; a new electoral college system that gives the individuals vote more power; and digital applications that, with the help of specially selected and screened review board, generates easy-to-access information with little bias.
Photographic Portfolios
Photography served as the main lens through which we asked students to document their own political ideologies and their observations of the world around them. Students engaged in photography workshops, including a workshop by local San Diego artist Shawnee Barton, photo analyses, and chemistry labs that instructed them on the art of developing digital negatives with silver gelatin emulsion. Students cataloged their work and began to document the photographic methods they used to capture particular images as their lexicon of photography grew with each passing week. In culmination students were asked to 1. Compile their images, either in hard copy or digitally in an artist's portfolio and 2. To document through photography the political issue or idea that interests them most as this semester came to a close. Below, you will find some of the assignments that were given to students in the process as well as some suggested portfolios of student work.
portfoliochecklist-documentingdemocracy.pdf | |
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conceptual_photo_-_politics.pdf | |
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initialideas.pdf | |
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Debates
An excellent way for students to dig deeply into a particular political issue is through good, honest debate. Students selected major issues in this years election (both national, state, and local) and prepared to debate this issue from either side (pro or con). These debates were then held in class to allow each student to become familiar with the various issues.
debatetheissues.pdf | |
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research_outline__pro.pdf | |
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research_outline__con.pdf | |
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debateprep-anticipatingtheargument.pdf | |
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debateformat.pdf | |
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Latino Voter Interviews
One of the most important elements of this project was the Latino Voter Interview. Though a short assignment, the intention was for students to interview Latinos in San Diego about their political beliefs and experiences. This election year in particular, the Latino vote was a topic of major discussion by politicians, pundits, and in the news. Students selected one individual to interview (and photograph: see Photographic Portfolios), designed interview questions, conducted and analyzed the interview, and wrote a summary of their findings.
latino_voter_interview.docx | |
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interview_question_ideas.docx | |
File Size: | 121 kb |
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studentexample1-interviewsummary.pdf | |
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Ser Latino: Historical Narratives of Latino Experience in U.S.
This historical narrative assignment has been adapted from earlier historical fiction work I have done with students in which a historical photograph serves as a foundation or inspiration for the story itself. Students start by selecting a photograph (I usually provide 10-12 from specific time periods) and analyzing that photograph, which often included (unless students are very familiar with the time period already) research about the events surrounding this particular photo. Then, students engage their creativity to develop a story outline that maintains historical relevance and that includes, in some way, the picture they have analyzed. Below, you will find the assignment description, analysis and planning questions, critique sheets, and a student example that was written based on a photo taken during the Bracero Program.
latino_hx_fiction_assignment.pdf | |
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photoanalysisqs.pdf | |
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latinonarrativeplanning.pdf | |
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peer_critique_-_partial_draft_latino_narratives.pdf | |
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conceptual_photo_critique_.pdf | |
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check_list__critique_3.pdf | |
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studentmodel1-historicalnarrative.docx | |
File Size: | 13 kb |
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Latino Literature: Experiences of Latinos in the U.S.
As part of our exploration and study of Latino Voters in the United States, students examined their own histories and developing political ideologies. Connecting the importance the factors that shape our political ideologies, including family history (and ideologies) and personal experiences, students read historical fiction books about the Latino experience in the United States to provide them with a form of exposure to the multiplicity of experiences within the Latino population in the U.S. They selected from a list of engaging books and read them in small groups. Then, having read the assignment, students were assigned to write to one of the presidential candidates as if they were asked to serve as an advisor. Students, based on their reading, highlighted what they thought would help the presidential candidate better understand and serve his (given our candidates this year) Latino constituents.
latinos_in_us_-_reading_list.docx | |
File Size: | 164 kb |
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bookassignment.docx | |
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ADD HERE: Student Examples of Book Assignment
Where I'm From Poem
This week-long introductory assignment included three main components. First, students read the poem "Where I'm From" by Willie Padermo and George Ella Lyon. Then, students created their own poems in his style (using an example I created about myself). They were required to show a visual along side the poem that would serve as a visual representation of the poem. Lastly, students selected one line from their poem and used this line to write a personal narrative that provided a more nuanced understanding of an experience, emotion, belief, etc. of the student.
The intention of these assignments were to get students thinking about who they are and some of experiences they have had that shape who they are and how they interpret the world.
The intention of these assignments were to get students thinking about who they are and some of experiences they have had that shape who they are and how they interpret the world.
where_im_from_-__padermo_lyon__liz.doc | |
File Size: | 36 kb |
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mini-personal_narrative.docx | |
File Size: | 131 kb |
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personal_narrative_helpful_feedback_opportunity____nombre.pdf | |
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studentexample1-poem.pdf | |
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studentexample1-personalnarrative.pdf | |
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