October 25, 2016

THE BASICSTopic: Oregon Ballot Measures

Articles “Think Too Much: Vote local in 2016’s election” (10/15) (Corvallis Gazette-Times) “Oregon voters to decide on seven Nov. ballot measures” (9/20) (KTVZ.com) Measure 97

o “Citizen’s Review Statement” (Healthy Democracy) o “Measure 97: How We Got Here” (10/9) (OPB)o “Why we need measure 97” (9/15) (Salem Weekly) o “Editorial: Measure 97 will cost you more” (7/30) (The Bulletin)

Measure 98o “High school graduation measure qualifies for ballot” (7/14) (The Oregonian)

Questions to Consider What is a ballot measure? How do ballot measures appear on the ballot? Are the requirements different for legislatively

referred measures and citizen sponsored initiatives? Are referrals and initiatives equally democratic? What are the positives and negatives of citizen initiatives?

How does Oregon compare with other states in terms of the number and kind of ballot measures? Why is the initiative vote called the Oregon system? How does the history of Oregon ballot measures give a picture of democracy in our state? Which

measure is the most controversial and why? Which ballot measures directly relate to education? How are educational and fiscal issues tied

together? Who should make decisions about which educational programs are funded: voters or education professionals?

Why is Measure 97 the most talked about measure on the November ballot? Why is Measure 97 so controversial? What are the best arguments pro and con for Measure 97? How does Measure 97 reflect the strongly held views of various interest groups? How does Measure 97 reflect the use of financial resources to convince voters to approve or not approve ballot measures?

Why is it important to know the pros and cons of each ballot measure?

Do the ballot measures point to problems in our state that need solutions? What other means are available to solve these problems?

How does media advertising affect the way citizens decide? How do voters prepare to make good decisions on the ballot measures? Why might local issues be the most critical and least distasteful on the 2016 ballot? Is there a ballot measure you would propose? How would your measure benefit Oregon?

THE EXTRASPre-teaching, Extensions & Further Reading

“Oregon 2016 ballot measures” (Ballotpedia) “LWVOR Board Takes Positions on Ballot Measures” (9/5) (League of Women Voters of Oregon) “History of Initiative & Referendum in Oregon” (Ballotpedia)

Lesson Plans

“Becoming an Informed Voter: Creating Initiatives” (Citizens, Not Spectators) “10 Ways to Teach About Election Day” (11/1/2011) (The Learning Network) “Taking It Grassroots: Initiative – Referendum – Referral” (Oregon Secretary of State)

What’s the Connection? Constitutional

“State Powers” (Constitution USA) “Who controls primary elections, and who gets to vote?” (9/23/15) (Constitution Daily) “Article IV, Oregon Constitution” (Ballotpedia)

Oregon “Laws governing ballot measures in Oregon” (Ballotpedia)

Students “Pro-education initiative could hurt schools” (opinion) (3/31) (The Oregonian)

Oregon State Social Science Standards8.26. Examine a controversial event, issue, or problem from more than one perspective. HS.33. Explain the role of government in various current events.HS.35. Examine the pluralistic realities of society (e.g., race, poverty, gender, and age), recognizing issues of equity, and evaluating need for change. HS.59. Demonstrate the skills and dispositions needed to be a critical consumer of information.HS.60. Analyze an event, issue, problem, or phenomenon form varied or opposing perspectives or points of view.

CCSS Anchor Standards2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.6. Assess how point of view or purpose shapes the content and style of a text.7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

We the People Lesson ConnectionsMiddle School, Level 2

Unit 6, Lesson 29: What are the rights and responsibilities of citizenship? Unit 6, Lesson 30: How might citizens participate in civic affairs?

High School, Level 3 Unit 6, Lesson 33: What does it mean to be a citizen? Unit 6, Lesson 34: What is the importance of civic engagement to American

Constitutional Democracy?