Watch this space often for possible changes in due dates or projects. This page lists only formal assignments. It does not include brief informal writing assignments and reading assignments listed on the Today Page, which should be consulted every class day.

ASSIGMENTS WILL CHANGE IN RESPONSE TO THE VOTING IN CLASS

Please carefully proofread all projects (including the Learning Record) for grammatical and spelling errors before turning in the final revision.

Learning Record Online

Part A.1 and A.2 plus two observations. Due January 29

Midterm LRO: Ongoing observations and samples of work, Part B.1 and C.1 with grade estimate. Due March 11

Final LRO: Observations and samples of work gathered over the entire semester, Part B.2 and C.2. Due May 6

Project 1

Candidate web site inventory. Carefully review the materials available at your candidate's web site. Look not only at the major categories but also at the specific materials provided. Create an annotated inventory. We'll discuss this in class.

Due February 5

Project 2

Student voter analysis. Interview at least 4 students, taking careful notes on their responses. Try to choose a range of students from different backgrounds and environments. Make a note of the time and date of the interview. Interview questions for Project 2 can be found at the class News site.

Write up your summary for each student, and also attach your raw notes

Due February 19

Role playing activities:

Ongoing reading for all teams: the conservative and liberal news team sites, plus the political coverage in at least one major news publication, such as the New York Times. Read both for information and also through your persona's eyes. How will that person respond to the news? What concerns might (or should) arise for that person in the light of the news? Look for small news items, often overlooked, that might have a large or unexpected impact on your persona. We are going to assume that all personae have a lively interest in the world.

Key Topics: To keep things manageable, we will focus on four primary topics, which emerged in your interviews as the most important concerns of people your age.

• Environment
• Education
• Jobs/Economy
• National Security

Project 3: Create a MOO habitat and a web site for your persona, giving whatever details and background will help readers understand him or her. You will need to do background research, probably interviews of one or more people fitting your persona's profile, in order to understand their perspective fully. You may need to do follow-up research, so keep your contact information. In this phase, try to establish your persona's values, tastes, interests, and daily life. Provide links to resources this persona might consult frequently. This may or may not include news sources or political sites. See the tips for developing personae. In class workshop March 23, project due March 30.

Project 4: Position Paper, in web format: Your persona's position on one issue from the list of four key topics (education, jobs/the economy, the environment, national security/war), All papers will be published by the news teams as profiles. In-class workshop April 15, project due April 20

Activity: Town hall debate in the MOO: Moderated by one member of the conservative news team and one member of the liberal news team, and judged by the remaining members of the news teams. April 22

Project 5 (individually developed):   Short web-based presentation of your analysis: What will it take to get your persona (and his or her corresponding demographic) actively involved in the political process? "Actively involved" means engaging beyond simply voting, by campaigning for candidates or issues, writing letters, fundraising, attending political events, or advocating for issues, and so on. You should include links to resources and topics of interest to your persona. In-class workshop April 27, project due May 4

Project 6 (individually developed): final LRO Due May 6

News team assignments:

Read both in mainstream media and in your team's politically directed media (i.e., conservative or liberal publications) Identify issues that can be addressed in the Town Hall debate. Keep track of what the candidates are doing and how much they are spending to do it. Watch for small news items, often overlooked, that might have a large or unexpected impact on young people.

Project 3: Web-based news site. First new issue: Meet the players: Youth voters (and non-voters) and their discontents. Profiles of team personas, based on their web sites from project 1, interviews, and invited contributions. News items and links to "mainstream" sources reflecting your team's position (conservative/liberal). In class workshop March 23, project due March 30.

Ongoing activity: Create a news blog and make one brief post daily responding to a news item from your team's political perspective.

Project 4: Editorial on an issue from the list of four key topics (education, jobs/the economy, the environment, national security/war), from the perspective of your team (conservative/liberal). In-class workshop April 8, project due April 15

Activity: Preparing questions for the town hall debate in the MOO: Moderated by one member of the conservative news team and one member of the liberal news team, and judged by the remaining members of the news teams. April 20

Project 5 (individually developed):   Short web-based presentation of your analysis: how can news media engage young people in the political process? What will it take to get young people actively involved in the political process? "Actively involved" means engaging beyond simply voting, by campaigning for candidates or issues, writing letters, fundraising, attending political events, or advocating for issues, and so on. You should include links to resources and topics of interest to young voters. In-class workshop April 27, project due May 4

Project 6 (individually developed): final LRO Due May 6