Today's candidates have more than television, radio and print ads on which to rely to disperse their message. As more and more people are connected to the Internet, many candidates have found the Web an unlimited resource for posting their backgrounds and stands on issues, promoting articles and news about them or their opponent, providing videos of their message, and collecting donations to their campaigns. In this exercise, students should visit websites for some of the local candidates and evaluate the strengths and weaknesses of each individual site.

Objectives

Students will view Congressional candidate websites and analyze their strengths and weaknesses.

Students will enhance their computer literacy by understanding how Web sites can be used to further a candidate's (or a company's) message.

Students will share their conclusions about the Web site and report whether it helps or hurts the candidate's campaign.

Estimated Time

Approximately one hour of classroom discussion should be devoted to this exercise: about 30 minutes in groups to determine an analysis they wish to present to the class, and 30 minutes or more to present their findings. Students may do the computer portion of the exercise (looking at the candidate's website) either in or out of class, depending on whether or not the school has a computer lab.

Teaching Strategy

1. Ask students to look at a website for one of the following Congressional candidates for North Carolina's 13th District. Web addresses are below.
   
2. As students look at the site, ask them to consider the following questions:
   
3. Based on the site, what are the candidate's qualifications for governor?
   
   What relevant experience in government does that person bring to the job?
   
   What is the candidate's position on issues?
   
   Which issues does the candidate feel are important?
   
   What persuasion techniques does the candidate use to promote himself or herself as a future senator?
   
   What special Internet features (if any) does the site use? Is the site flashy? News-oriented? Boring?
   
   Based on the site alone, would you vote for the candidate?
   
   
4. Make groups of the students who looked at the same website. Ask them to compare their analysis and formulate a common analysis to present to the class, based on the questions above.
   
5. Ask the students to present their conclusions to the class with their groups, including what they would suggest to the candidate to improve the site.

Brad Miller

Vernon Robinson

Language Arts Standards

Informational/explanatory communication

Critical communication

Computer/Technology Standards

demonstrate knowledge and skills in the use of computer and other technologies

use information for problem solving, decision making, and planning

participate effectively in civic affairs