USA+Presidential+Election+2008,+Ann+Ellerbrook

Students will learn how to collect information after studying various aspects of the USA presidential political process, synthesize the information, and present it to classmates. The intention will be to persuade classmates to vote a certain way. Information will be presented in an organized and clear way via notecards and a mock presidential election created by the class. I chose grades 12 and 8 for lesson plans. While the grade 12 lesson requires more in depth research and culminates with an actual mock presidential election complete with debates (it follows the Big 6 model step by step - [] ), the grade 8 lesson does not require the same amount of research nor study of political parties, nor a presidential election (it follows the Big 6 as well in a more simplified way). The grade 8 lesson does culminate in an election but focuses on electing class candidates who will work for grade level rights like better cafeteria food. My goal is to teach students their American right to vote and learn thoughtfulness in their lifelong journey to choose.
 * Project 2**

Grade Level 12**
 * USA Presidential Election 2008

Students will understand who the current presidential candidates in the USA are, their political party background, and 3-5 major historic facts of this election,
 * INTRODUCTION**

10 - 50 minute classes, two weeks, or 5 - 90 minute classes
 * SUGGESTED TIME ALLOWANCE**

1. A class to study John McCain 2. A class to study Barack Obama 3. A class to study Hillary Clinton 4. A class to study the democratic party 5, A class to study the republican party 6. A class to study the electoral college 7. A class to determine which student will represent the democratic party and the republican party nominees and their running mates 8. A class to prepare nominees for the debate, create questions for the debaters, and plan the debate procedure. 9. A class for the debate 10. A class to vote, tally votes, announce a winner, and listen to the winner's acceptance speech and loser's conciliation speech.


 * OBJECTIVES**
 * Students will learn the major USA political parties.
 * Students will learn that this election had the first black man and woman running against each other for the democratic nomination.
 * Students will learn the debate procedures.
 * Students will learn that the president is elected by the electoral college and not popular vote.

students will go online and:
 * MATERIALS**
 * Photographs with bios of Hillary Clinton, Barack Obama, and John McCain
 * Internet sites sheets for reference and study
 * notecards
 * colored pencils
 * Copies of U.S. Outlined states map
 * PROCEDURES**
 * Students will work in groups of 2 (Student Talk in THE BLUE BOOK by Callison and Preddy, 539-542)to:
 * study the electoral college process
 * fill out USA electoral votes map
 * study the photos, bios of the candidates, and the issues (Bias in THE BLUE BOOK by Callison and Preddy, 303-306)
 * take notes (Taking Notes in THE BLUE BOOK by Callison and Preddy, 547-555)

1. Go to the sites about the electoral college and map

[] [] [] From the 3rd electoral college website each student must answer the questions in **//What is the electoral college?//** And answer the questions under //**Learn about the Electors**//.

2. Go to the site about Hillary Clinton and study her biographical information and look at her visually. []

3. Go to the site about Barack Obama, study his biographical information and look at him visually. []

4. Go to the site about John McCain, study his biological information and look at him visually. []

5.Go to this site and get a excellent and thorough overview of the USA presidential process and especially in 2008. []

Ask if the students have heard of the electoral college. If so, can anyone explain it? (The electoral college is technically responsible for electing the president.) Explain that each state has a particular number of electors, their numbers determined by how many senators and representatives a state has. On election day, as presidential candidates "win" a particular state by accumulating the most votes, they are awarded the number of delegates from that state. The candidate with the highest number of electoral votes wins the election. In December, the electors hold their own election to vote formally for President. The winning candidate will have at least half the electoral votes – or 270 delegates. Ask a student to name a state that is physically large, then note the number of electoral votes. Try another state. By looking at California and Montana, for example, students will see that the physical size of a state does not correlate with its number of electoral votes. Why do they think this is? (Answer: Votes correspond to population, not size.)
 * LESSON DIRECTIONS:**

Distribute a U.S. map to each pair and have students use the numbers from the National Archives website to fill in the number of delegates in each state on their map, using colored pencils. [] As students study the three candidates, Clinton, McCain, and Obama, ask them to note the states each person represents, the political party and three stances each candidate takes on the issues of economy, environment, and the Iraq war. Any other information they can write down may be helpful in the final debate.

Read the Wikipedia definition of the democratic party and put it into your own words. []

Read the Wikipedia definition of the republican party, and put it into your own words. [] (Synthesis in THE BLUE BOOK by Callison and Preddy, 543-546)

Students will be divided into halves. Each half will be assigned a party and must choose a presidential candidate and running mate. The chosen candidate will represent John McCain and the other will represent Barack Obama. Both must use information collected from the webpage biographies. All students in their party must collaborate and share their information to prep the candidate. Once the debate begins all students other than the candidates will become neutral. All remaining students other than candidates will be assigned to electoral college states and have a certain amount of votes to cast at the end of the debate. The state rep must explain why they are casting their votes for one candidate or the the other. Once votes have been cast, the winning candidate will be declared President and give an acceptance speech. The loser will give a consolation speech.
 * CULMINATING ACTIVITY**

**ASSESSMENT** 1.Students will use note cards to collect information about electoral states, issues, and parties. 2.Note cards will be turned in for a grade. 3.Each student will be graded on the information they use to represent their thinking in the debate.

Indiana Social Studies Standards for Grade 12

This course provides a framework for understanding the purposes, principles and practices of American government as established by the United States Constitution. Students are expected to understand their rights and responsibilities as citizens and how to exercise these rights and responsibilities in local, state, and national government.
 * UNITED STATES GOVERNMENT**


 * Standard 3**

//**Purposes, Principles and Institutions of Government in the United States Students will explain how purposes, principles and institutions of government for the American people are established in the United States Constitution and reflected in the Indiana Constitution. They will also describe the structures and functions of American constitutional government at national, state and local levels and practice skills of citizenship in relationship to their constitutional government.**//

USG.3.5 Explain the section of Article IV, Section 4, of the United States Constitution which says, “The United States shall guarantee to every State in the Union a Republican form of government.” (History)

USG.3.14 Summarize the evolution of political parties and their ideologies in the American governmental system and analyze their functions in elections and government at national, state and local levels of the federal system. (History; Individuals, Society and Culture)

USG.3.15 Explain and evaluate the original purpose and function of the Electoral College and its relevance today.


 * AASL Standards**

1.Inquire, think critically, and gain knowledge.

1.Skills

1.1.1 Follow an inquiry- based process in seeking knowledge in curricular subjects, and make the real- world connection for using this process in own life.

1.2.2 Demonstrate confidence and self- direction by making independent choices in the selection of resources and information.

1.1.9 Collaborate with others to broaden and deepen understanding.

2 Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.

2.2 Dispositions in action

2.2.3 Employ a critical stance in drawing conclusions by demonstrating that the pattern of evidence leads to a decision or conclusion.

2.Responsibilities

2.3.1 Connect understanding to the real world.


 * USA PRESIDENTIAL ELECTION 2008**
 * Grade Level 8**

Students will understand who the current presidential candidates in the USA are, their political party background, 3 major historic facts of this election, and how the electoral college plays a part.
 * INTRODUCTION**

one week of social studies classes
 * SUGGESTED TIME ALLOWANCE**

Students will use the week to study John McCain, Barack Obama, and Hillary Clinton, the democratic party and the republican party, and the electoral college to select classmate nominees for the election, create questions for the candidates, and plan the election procedure. to have the election, to vote, tally votes, and announce a winner.


 * OBJECTIVES**
 * Students will learn the two major USA political parties.
 * Students will learn that this election had the first black man and woman running against each other for the democratic nomination.
 * Students will learn election procedures.
 * Students will learn that the president is elected by the electoral college and not popular vote.


 * MATERIALS**
 * Photographs with bios of Hillary Clinton, Barack Obama, and John McCain
 * Internet sites sheets for reference and study
 * notecards
 * colored pencils
 * Copies of U.S. Outlined states map


 * PROCEDURES**
 * Students will work in groups of 2 (Student Talk in THE BLUE BOOK by Callison and Preddy, 539-542) to :
 * study the electoral college process
 * fill out USA electoral votes map
 * study the photos, bios of the candidates, and the issues (Bias in THE BLUE BOOK by Callison and Preddy, 303-306)
 * learn there the names of the two major political parties
 * take notes (Taking Notes in THE BLUE BOOK by Callison and Preddy, 547-555.)

Students will go online and:

1. Go to the site about the electoral college http://www.enchantedlearning.com/vote/presidential_elections.shtml

2. Go to the site about Hillary Clinton and study her biographical information and look at her visually. http://www.netglimse.com/celebs/pages/hillary_clinton/index.shtml

3. Go to the site about Barack Obama, study his biographical information and look at him visually. http://en.wikipedia.org/wiki/Barack_Obama

4. Go to the site about John McCain, study his biological information and look at him visually. http://www.netglimse.com/celebs/pages/john_mccain/index.shtml

5. to the site that discusses an election for students. http://www.naplesnews.com/news/2008/sep/20/school-page-pint-sized-presidential-election/

Ask if the students have heard of the electoral college. If so, can anyone explain it? (The electoral college is technically responsible for electing the president.) Explain that each state has a particular number of electors, their numbers determined by how many senators and representatives a state has. On election day, as presidential candidates "win" a particular state by accumulating the most votes, they are awarded the number of delegates from that state. The candidate with the highest number of electoral votes wins the election. In December, the electors hold their own election to vote formally for President. The winning candidate will have at least half the electoral votes – or 270 delegates. Ask a student to name a state that is physically large, then note the number of electoral votes. Try another state. By looking at California and Montana, for example, students will see that the physical size of a state does not correlate with its number of electoral votes. Why do they think this is? (Answer: Votes correspond to population, not size.) Distribute a U.S. map to each pair and have students use the numbers from the National Archives website to fill in the number of delegates in each state on their map, using colored pencils.
 * LESSON DIRECTIONS:**

As students to study the three candidates, Clinton, McCain, and Obama, ask them to note the states each person represents, their political party and three stances each candidate takes on the issues of economy, environment, and the Iraq war.

(Synthesis in THE BLUE BOOK by Callison and Preddy, 543-546)


 * CULMINATING ACTIVITY**


 * A mock election 2008**

1. Tell students that they will hold an election to choose a classroom representative for a day. Explain that they are going to follow some of the same procedures that apply to a government election.

2. Begin the election by dividing the class into three groups, and explain that each group is going to represent a political party. Name each group Have each group nominate a few students whom they feel would be good leaders.

3. Have students tear a small piece of scratch paper out of their notebooks to serve as a secret ballot and vote for one of their nominees. Collect and tally the votes and write the winner from each party on the whiteboard. Explain that this nomination is similar to what happens in primary elections.

4. Explain that after nominees have been chosen, different political parties then help their nominee campaign for the final election.

5. Have each group help their nominee develop a platform to run on based on class issues (e.g., increased freedom in the hallways or improved school lunches).

6. Provide poster board and art supplies for the groups, so that they may help their respective nominees campaign for office.

7. Have nominees deliver a short statement to the class about their individual platforms. After all the candidates have been heard, have all students vote again by secret ballot for their preferred nominee. Make sure students understand that they do not have to vote for the candidate from their party.

8. Tally the votes and announce the winner of the election.


 * ASSESSMENT**
 * Students will use note cards to collect information about electoral states, issues, and parties.
 * Note cards will be turned in for a grade.
 * Each student will be graded on the information they use to represent their thinking in the election.
 * Electoral maps must be correct and complete.

United States History – Growth and Development Standard 2 Civics and Government**
 * Indiana Social Studies Standards for Grade 8

and citizenship, which are based on the founding documents of the United States and how three branches of government share and check power within our federal system of government.//**
 * //Students will explain the major principles, values and institutions of constitutional government

8.2.2 Identify and explain the relationship between rights and responsibilities of citizenship in the United States. Example: The right to vote and the responsibility to use this right carefully and effectively, and the right to free speech....

8.2.8 Explain ways that citizens can participate in political parties, campaigns and elections. Example: Local, state and national elections; referendums; poll work; campaign committees; and voting


 * AASL Standards**

1.Inquire, think critically, and gain knowledge.

1.Skills

1.1.1 Follow an inquiry- based process in seeking knowledge in curricular subjects, and make the real- world connection for using this process in own life.

1.2.2 Demonstrate confidence and self- direction by making independent choices in the selection of resources and information.

1.1.9 Collaborate with others to broaden and deepen understanding.

2 Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.

2.2 Dispositions in action

2.2.3 Employ a critical stance in drawing conclusions by demonstrating that the pattern of evidence leads to a decision or conclusion.

2.Responsibilities

2.3.1 Connect understanding to the real world.