Read my lips, no new taxes... (George Bush, 1988 campaign)
Reaganomics...The Great Communicator (Ronald Reagan, 1980-84 campaigns)
New Deal (F.D.R., 1933-45)
Tippecanoe and Tyler Too! (Henry Harrison, 1840 campaign)
These are phrases adults will recognize as campaign slogans, catchwords, or promises made by various U.S. candidates over the years. Our view of politics and government may be jaded, wary or disinterested. But our children often view politics with interest and enthusiasm. Take the time to let political discussions become part of your family dialogue. After all, kids don’t instantly become interested on their 18th birthday. Parents can teach their children—while they’re young—to pick a candidate and to understand the importance of voting.

The government also oversees public safety. They provide the fire departments, decide on and enforce housing codes, provide safe water and disposal of sewage, keep the streets repaired, control traffic and make sure the environment is preserved for future generations. They also offer services to the public in the form of the health department, county extension agents, and maintaining birth and death records.

The public counts on government to educate our children through the public schools and to provide us with easy access to information in the form of the libraries. How can the government afford all these services? The money comes from taxes that each and every American pays. From income and property tax to sales and luxury tax, Americans foot the bill for the services that government provides.

• Discuss with your child the issues that dominate the election. Through newspapers (look for articles that compare candidates’ views), television shows, debates and printed campaign materials, discover how candidates stand on certain issues. Ask your child for his opinion on these issues. Take the opposite viewpoint and hold a mini debate.
• Simplify the issues when possible. Children don’t understand philosophical discussions. Give your child concrete examples of the consequences for all sides. For instance, children are very aware of the environment and the need to protect and clean up what we have. But who will pay the tab—the taxpayer or the violator? How will violators be caught and prosecuted? Will this involve new taxes? Who decides what toxic waste dump gets cleaned up first? What energy source will we use in the future? Coal is plentiful, but dirty. Nuclear is profitable, but what can be done with the byproducts? Solar is good, but the set-up costs are expensive. Watching the evening news or sitting around the dinner table are great opportunities for this type of discussion.
• Explain how voters decide on whom to vote. List the personal characteristics, experience, position on and priority of issues you look for in a candidate. Make a “report card” on each candidate. Have your child make a similar chart showing her own priorities on issues. List the candidates down one side and the issues and experience down the other side. As adults, we know that no one candidate will exactly match our views or criteria for leadership. But by listing the pros and cons of each candidate and weighing the categories, adults can come up with a rational and well-educated choice. Too often when children are asked to make a choice for a candidate at home or at a school’s mock election, they respond by choosing the candidate with the most memorable catch phrase, the handsomest or the one they’ve heard their parents endorse—with no thought as to the political views of that candidate.
• Help your child sift through “propaganda” churned out by the candidates. Candidates ultimately have to sell themselves to the voters. And they hire advertising and public relations firms that are used to selling the public on everything from hamburgers to cars. So commercials and printed materials may be glitzy, but may not give reliable information on the candidates and how they stand on issues. Here are some common techniques employed by candidates in the heat of an election year:
  • Name calling: attacking opponent on characteristics that will not affect his job performance. (For example, “My opponent is arrogant.”)
  • Appeal to prejudice: reference to race, ethnic origin, religion or other ideas used to instill prejudice. Position of many white supremacists who deride African-Americans, Jews and other minorities.
  • Rumor mongering: implications of opponent’s guilt without stating it. “Everyone says my opponent is a crook, but I have no personal knowledge of wrongdoing.”
  • Guilt by association: attacks candidates because of their supporters rather than their stand on issues. “Candidate B is backed by big money interests.”
  • Catch words: phrases designed to trigger a knee-jerk emotional reaction rather than inform. (“Un-American,” “Law and Order,” “Love of country.”)
  • Passing blame: candidate denies responsibility for action or blames opponent for things over which he has no control.
  • Promising the sky: making unrealistic promises
  • Evading the real issues: avoids answering direct questions. Offers vague solutions or offers talk about benefits of proposed program without revealing problems or funding suggestions.

Techniques that are helpful in making a decision include:

1. Candidates’ views and qualifications
1. Candidate’s experience in government
2. Leadership abilities in business and church
3. Endorsements
4. How candidate stands on significant issues
5. Proposals for change—specifically how proposals are to be carried out, including organization and funding.
2. Shortcomings of Opponent
1. Actions from past that indicate the way candidate truly stands on an issue.
2. Lack of follow-through on past promises (e.g. Bush’s promise of no new taxes in 1988).

As parents, we must also allow our children the privilege of disagreeing with us. Their reasons may seem convoluted and mistaken, but we must grant them their opinions. We also need to realize that issues that seem extremely important to us may seem inconsequential to our children.

Kids can become involved with politics, even before they vote. Candidates always need more volunteers. Children can lick stamps, stick flyers in doors or help put signs around town. Their interest in an upcoming election can spill over into interest in school “politics” or becoming more involved in local political action groups. If we encourage our children to become involved in politics, we must also remain current on issues and continue to exercise our right to vote, because ultimately, our children learn best through example. A parent who sits home on election day and doesn’t vote, but complains loudly throughout the year, is not teaching his child how to become part of the political system. Explain to your child that it is your duty to be registered and to vote in every election. Take your child with you when you vote. Frequently, the polling precincts have mock ballots to demonstrate how the voting machine works. And the precinct workers are usually excited to show the kids how the process works. They may even give your child an “I Voted Today–Have You?” sticker to wear proudly around school or the neighborhood.