# data[].attributes.body
Students, themselves, are both the “target” population (both stakeholders and deserving empathy for their political apathy. We created empathy maps from a variety of perspectives – students and community members at large.

# data[].attributes.body
We used the "True Heroes" protocol and the Adobe Creative Types to help detemine which group students were assigned.

# data[].attributes.body
Several members from the League of Women Voters agreed to come and “judge” the pitches with my rubrics, our district head of instructional technology, a school board member, and enough students from other classes to fill every empt desk came and judges as well :)

# data[].attributes.body
After doing the "Saturate and Group" protocol, students used "Dot Voting" and the "NUF" protocol to determine which ideas they should carry to the solution stage.

# data[].attributes.body
How can we help young people become engaged and knowledgable voters?

# data[].attributes.body
Members of the League of Women Voters "taught" a lesson to the class using their voter education curriculum and challenged my students to make improvements -- hoping to engage younger audiences more.

# data[].attributes.body
Students worked on several employability skills duing this project; including collaboration and communication.

# data[].attributes.body
Students had built in opportunities to get feedback on their ideas from the teacher, fellow classmates, and dedicated time for reflection. The day before the pitch, each group presented to their classmates who offered “critical friends” feedback, many making substantial changes overnight…

# data[].attributes.body
The class used the Need to Know protocol with post-it notes, as well as the Anti-Problem protocol  to imagine what it would look like if young people were prohibited from forming detailed political efficacy.

# data[].attributes.body
We used the “100 Idea Quota” to start (a classic!); students then “saturate and group” with a partner, then a small group, to spark conversation and insight.

We also used the “Rip, Slap, and Pass” protocol in this stage of inquiry.

# data[].attributes.body
There were 8 competing groups in two separate classes working on this driving question: they presented a variety of engaging ideas -- from Wheel of Fortune and Family Feud games, to a Virtual Reality simulation of voting. There were also experiential voting activities, and history of voting rights presentaions (and short videos).

# data[].attributes.body
"It was very rewarding trying to solve a real-world issue, knowing that our solution could actually be implements"

-- Amanda

# data[].attributes.body
Overall this project went very well; the only thing I may change in the future is the timing. I completed this project in the last few weeks of school, when several students were called out of class for end-of-the year field trips and random family vacations :0

# data[].attributes.body
I had dedicated time for reflection built throughout the process, and we also had a project reflection/celebration day (and used the “Fishbowl” protocol).

After the presentations and Q&A I had the authentic audience give feedback to students (specific, but kind); to culminate the project – as mentioned, students also completed a final evaluation/reflection form on themselves and their group members.