Ballot Initiative Unit

Elections 2014 – Through a Civic Virtue Lens Oregon Initiatives What is a ballot initiative? Objectives Students will ...

0 downloads 97 Views 122KB Size
Elections 2014 – Through a Civic Virtue Lens

Oregon Initiatives

What is a ballot initiative? Objectives Students will • Define the term “ballot initiative” and other terms related to the initiative process • Distinguish between passing laws by ballot initiatives versus through the legislature • Identify initiatives on the November ballot • Understand the pros and cons of Measure 92 concerning GMO labeling •

Handouts 1. What is a Ballot Initiative? 2. How Does an Idea Become a Law by the Initiative Process? 3. How Does an Idea Become Law via the Legislative Process? 4. 2014 Oregon Statewide Ballot Measures List 5. 2014 Oregon Statewide Ballot Measures Student Organizer 6. OMG, GMO: Legislative Hearing Roleplay! 7. Citizen Initiative Review Commission, Review of Measure 92 – Final Report Words ballot measure direct democracy initiative petitioners referendum referral representative democracy

A. What is a ballot initiative? Definitions Dive into learning about the initiative process by first examining definitions. In pairs, students will first study the following eight meanings of the term initiative and, second, answer “which definition is most helpful and why?” Initiative means … 1. The power or ability to begin or to follow through energetically with a plan or task; enterprise and determination. 2. Readiness to embark on bold new ventures. Synonyms: enterprise, enterprisingness, go-ahead.

1 CLASSROOM LAW PROJECT

620 SW Main, Ste. 102, Portland, OR 97205

503-224-4424

www.classroomlaw.org

Elections 2014 – Through a Civic Virtue Lens

Oregon Initiatives

3. A beginning or introductory step; an opening move: took the initiative in trying to solve the problem. 4. The first of a series of actions. Synonyms: first step, opening move, opening. 5. The power or right to introduce a new legislative measure. 6. The right and procedure by which citizens can propose a law by petition and ensure its submission to the electorate. 7. On (one’s) own initiative: without prompting or direction from others; on one’s own. What is a ballot initiative? Distribute Handout 1 – What is a ballot initiative? This handout is in two parts: the first is a vocabulary list, and the second is background information on Oregon’s initiative process. Background can be read aloud or in small groups. Check for understanding by asking students to underline the parts they do not understand, then discuss as a class. Ask if students know of other laws or changes that have come about due to the ballot initiative. The list of all ballot measures ever in Oregon can provide an interesting stroll through history, http://en.wikipedia.org/wiki/List_of_Oregon_ballot_measures. How does an idea become law via the initiative process? Distribute Handout 2 – How Does an Idea Become Law via the Initiative Process? As a class, read through the chart. Assign one of the steps to 13 different students. Students should then line up in order and explain their step. Distribute Handout 3 – How Does an Idea Become Law via the Legislative Process? Assign 17 students to read through the chart (as above). Next, match the #1 student of the first group with the #1 student of the second group, and so on through #13. The remaining #14-17 of the second group should be put in its own group. In pairs (same number from each group), explain to each other what is happening in that step. Discuss how their step is the same, different, plus any other distinguishing features. As a group, #14-18 discuss what happens in their steps that may or may not happen in the other group; what makes them different than the other group? As a class, compare and contrast the two methods of passing a bill. • Which has more steps? • Which fosters greater public review? • Which fosters greater government review? • Which offers the better commentary by experts on the topic and understanding by those who will vote on it? • What are the advantages to each method? Disadvantages?

B. What initiatives will be on the November ballot? Distribute Handout 4 – 2014 Oregon Statewide Ballot Measures List. Teacher briefly introduces the seven initiatives that will be on the November ballot. In pairs, read more 2 CLASSROOM LAW PROJECT

620 SW Main, Ste. 102, Portland, OR 97205

503-224-4424

www.classroomlaw.org

Elections 2014 – Through a Civic Virtue Lens

Oregon Initiatives

carefully about the initiatives. Rank from most interesting to least. What information is missing from the chart (e.g., financial impact, exact wording, endorsements, etc.)? Oregon will have all three kids of measures on the ballot. Distinguish referral (Measures 86, 87), referendum (Measure 88) and citizen initiative (Measures 89, 90, 91, and 92). How are they alike, different, and why does it matter? Distribute Handout 5 – 2014 Oregon Statewide Ballot Measures Student Organizer. Individually, complete the chart. For more information about the measures, Ballotpedia provides the basics, http://ballotpedia.org/Oregon_2014_ballot_measures. Additional resources should be used to learn more about arguments pro and con, endorsers, and so on.

C. OMG, GMO! Legislative Hearing Roleplay Oh my gosh, genetically modified organisms! Activity: mock legislative hearing (2 class periods). Day 1: A GMO labeling measure will be on the ballot. What is it about? Who are the stakeholders and what are their positions? In this mock legislative hearing, students will assume the roles of various stakeholder groups. Distribute Handout 6 – OMG, GMO! Legislative Hearing Roleplay and briefly introduce the seven stakeholder groups. Divide class into six (seven including legislator group) groups. Assign one stakeholder position to each group. Legislators can be invited guests from the community, another student group, or made up of one student drawn from each of the six groups. Students shall read and discuss their position. As time allows, read other positions (students may divide these among their group) to be better prepared for the hearing. Additional research may be conducted using the sources listed on the handout. Day 2: mock legislative committee hearing The chair of the legislative committee calls the meeting to order. Each stakeholder group testifies. • 2 minutes testimony per group • 3 minutes questions from legislators per group • 10 minutes legislators deliberate in a “fishbowl” – out loud so everyone can hear but without any comments from the audience. • 2 minutes for legislators’ recommendation and rationale. • Time remaining. Debrief. Distinguish legislative process from initiative process. Compare class findings with that of the Citizen’s Initiative Review Commission (Handout 7).

3 CLASSROOM LAW PROJECT

620 SW Main, Ste. 102, Portland, OR 97205

503-224-4424

www.classroomlaw.org

Elections 2014 – Through a Civic Virtue Lens

Oregon Initiatives

D. Extras Extensions. Make a mural timeline depicting significant initiatives from history. Depiction should include: sponsor(s) of the initiative, what motivated the sponsor, struggles and time frame to get the initiative on the ballot, opinion as to whether the initiative was a positive or negative change to our society. Possible topics could include: 8-hr work day, bottle recycling, environmental protections, gambling, gun control, medical marijuana, minimum wage, physician-assisted suicide, same-sex marriage, term limits, victims’ rights, women’s vote (the list goes on). Legislative hearing roleplay for other ballot measures. Use the GMO stakeholder activity as a template for stakeholder roleplays for other measures. Additional areas to explore include: Historical perspective … • Consider early forms of democracy: direct democracy in Ancient Athens and representative democracy under the Roman Republic. In what ways did they differ? •

Federalists and Anti-Federalists. Alexander Hamilton believed that people were by nature selfish and sinful, inclined toward greed rather than virtue. “Has it not … invariably been found that momentary passions, and immediate interests, have a mire active and imperious control over human conduct than general or remote considerations of policy, utility and justice.” - Alexander Hamilton, Federalist #6. What was Hamilton thinking? What do you think Hamilton feared? Thomas Jefferson held that though the people might make mistakes, governments could usually rely on the public’s good judgment. “I am persuaded myself that the good sense of the people will always be found to be the best army … They may be led astray for a moment, but will soon correct themselves.” – Thomas Jefferson to Edward Carrington, 1787. What was he thinking? What do you think Jefferson feared?

Oregon’s initiative system should be modified. Do you agree or disagree with this statement? Why? Journal Entry. I think (choose one) direct or representative democracy is better because … My favorite ballot initiative is

because …

If I were to create a ballot measure, it would be about …

4 CLASSROOM LAW PROJECT

620 SW Main, Ste. 102, Portland, OR 97205

503-224-4424

www.classroomlaw.org