Middle School Mock Election Goes With Bush

By Tanjua Damon

The 2000 elections became more than just a social studies lesson for middle school students last week as they held a school-wide mock election. The middle schoolers handed George W. Bush a convincing win over his rival Al Gore. The Bush and Cheney ticket won in both the popular vote and electoral college in the mock election.

The United States map colored with blue and red representing the Electoral College in the cafeteria at the Middle School said it all. George W. Bush received 315 votes of the Electoral College, while Al Gore took 222 of the votes. Mr Bush also won the popular vote with 577, leaving Mr Gore with 461 and Ralph Nader with 75.

Social Studies teacher Gino LoRicco said the mock election was used in all areas of studies. There are 48 homerooms at the middle school. Each represented a state and the administration and guidance also represented states. This made the school’s Electoral College. The students voted for president, US Senator, 5th Congressional District US Representative, and voted on four issues.

“I think it’s important because they are the future leaders of the country. In four years some of these students will vote in the next election,” Mr LoRicco said. “If we can have some impact now, get them interested in politics, I think our country will be better off. Our whole school has been energetic. Sometimes in the morning, kids are talking about issues and candidates. It has completely energized me as a teacher. They are so interested.”

Using the election in all subject areas has given students the opportunity to see how math is used in calculating the election numbers and to write their own slogans. They also wrote a persuasive essay to intertwine the election content to fit all areas of study.

“Young people really care about the future, their own future and the future of the country,” Mr LoRicco said. “Our job as adults is to teach them so their own ideas can come out.”

The election process works great with the eighth grade social studies curriculum, according to Ron Chivinski, social studies teacher. Students learned about the election of 1824 when the House of Representatives made John Quincy Adams president. None of the candidates – Andrew Jackson, Henry Clay, or William Crawford – received a majority of the electoral vote. Jackson had more of the electoral votes, but since Clay was the Speaker of the House, he supported Adams, giving Adams the election.

“They know much more. They have followed their candidate of choice,” Mr Chivinski said. “Some had a revelation. I’m not a Gore supporter. I’m not a Bush supporter. I’m going the other way.”

Students discussed the issues, watched the debates, and learned what voting is all about so when they are able to vote, they know what to do. Negative campaigning is one issue that some students felt was unnecessary.

“It just bothered me how the candidates attacked each other,” Ryan Greene said. “I didn’t like how the Republications after the Democratic Convention made phone calls. They should do the opposite. Candidates should do exactly what they are going to do instead of attacking what the other guy is doing.”

Student Monica Latowicki voted for Gore in part because her parents are Gore supporters, but also because she liked him better as a candidate. Monica also felt that the time spent on the election at school helped her to understand what voting is all about.

“It’s easier to talk if I want to discuss it with them. I found things I do like about Gore and don’t like about Bush,” Monica said. “If I really had to vote in the election, I don’t know who I would vote for. For the first year I watched the debate. I think it will prepare me for the next election so I can have a voice in our country.”

Chris Brown voted for Ralph Nader because he could relate more to Nader than Bush or Gore.

“I’ve never really heard bad things about him. I’ve only heard good things. I don’t like Gore or Bush’s tactics,” Chris said. “I didn’t know anything else about the other candidates. I don’t pay taxes or anything right now. But I eventually will. They both want more testing. I’m a kid and think that there is enough testing. I want to have a president I can relate to.”

Throughout the process, students were asked to research candidates in major parties or candidates who do not receive as much recognition. Brian Poeltl researched Libertarian candidate Harry Browne, but decided not to vote for him because he did not believe in what his candidacy was about.

“I thought it would be interesting. But I voted for Bush,” Brian said. “I don’t like the things he [Browne] believes in. They don’t believe in government. Roads wouldn’t be paved. Nothing would be done. I thought it [Libertarian Party] might have to do with religion.”

Christopher Bonura, who is a new student at the middle school, voted for Bush because he agrees with several of his campaign issues.

“His plan for education seemed the best. I like his views on expanding our military and taking US soldiers out of foreign places,” Christopher said. “I feel the Clinton Administration wasn’t very effective over the last eight years. Gore will be like another Clinton.”

For the US Senator race, the middle school gave 690 votes to Lieberman, 324 to Giordano, 36 to Kozak, and 23 to Moore. In the fifth Congressional District for US Representative, Maloney received 465 votes, Neilson got 433, and Zdonoczyk received 57.