Discipline: Social Studies - American History Unit.

Purpose:

The purpose of this unit is to teach students about democracy in their society, community, and schools. The president is a media example of our country. Students will discover what his job is, and how he became president – the voting process. How does voting works in this country, their community and school? They will understand by example how voting in a democracy takes place in their community, and maybe one day, one of these students may be President!

Objectives:

•       Students will be able to identify tasks of the President of the United States.
•       Students will understand how a democratic election process works.
•       Students will demonstrate a majority, and issues and a campaign, and have a mock election to realize concepts.

If you were President of the United States, what would you do?
Can you be President, why or why not?
What does the President of the United States Do? What do you admire about a former President?
How do you get to be a president? A representative, senator , selectman, student council, etc.
Will my vote count?
When can I vote, why or why not? Who says So?
What is majority, democratic?

Activities:
 

Activity 1.  Question: If you were president of the United States, what would                     you do?  1a.   Class discussion to introduce unit : Students verbally describe         what they would do as President and discuss with class.  1b.   List, assemble class ideas together on board. 1c.   Students will input (wp) ideas of what they would do as          President on computer in essay or a list of sentences, to          printout and pass in.

Standards  Grade 5 Civics and  Government  Constructive learning  Reflective Time: 1-2 class periods including homework Using technology Integrate English writing

www.aboutgovernment.org

Activity 2. Question: What do you admire about past presidents? 2a. With a partner, Students will research past presidents, favorite,        online websites, library. E- Venture 2b. Students will notetake information to present in class discussion.       May input ideas into computer and printout. November, A, Empowering Students with Technology ch.2-4 www.whitehouse.gov  http://www.gi.grolier.compresidents/aae/side/primary.html	Active Learning Time: 1-3 class periods  depending on equipment (p.c) Online technology research E-Venture, teacher guided, provide websites Integrate English report
Activity 3. Question: What does the president do? 3a. Find information in your textbook? 3b. With a new partner, go to selected websites for an online search       for information. Note taker? 3c. Teacher may prefer to construct a front page scavenger Hunt for       students to utilize. 3d. Students will contribute information to a class printout page of       duties 3e. Teacher may prefer students to compile a notebook, of printouts       of information they find, or journal entries to supplement texts. 3f. Students may compare contrast duties with reports they wrote in       Activity 1. Bulletin board.  www.potos.com/grford.html an outline of American Gov’t	Active/Cooperative Learning Time: 1-2 class period . Strand 5.24 Three branches of government by construction- president, judiciary, house/congress 5.25,   5.26. Strand 5.10 Give examples of responsibilities of powers associated with major Fed./ State officials ex: President 3f. Reflective Learning Technology research
Activity 4. Question: How does one become President? What are qualifications                     to become president?   4a.  Students will locate and recognize information. Most textbooks         have some,  information that teacher can instruct from . 4b. Online resources, teacher may Power point for variation of        Media             Jacobs, Wilder, Ludlum, Brown, America’s Story, 1990.	Cooperative Learning Time: 1 class period Principles and Institution of American Constitutional Government   5.9 Strand 5.23 law individual rights, voting, voter registration
Activity 5 Question: What is a Campaign Issue? 5a. Class Discussion; Orally students contribute to list of local and        community issues ex: trash fee, bus fee, sports fee. 5b. Who does what about them? State Rep., Town Gov.,Selectman,        Representation county, municipal. 5c. Divide class into 4-5groups. Each group to pick a local campaign       issue. Research issues pros, cons Team spokesperson explain to        class their side of issue from group opinions. Record or video       Jacobs, Wilder, Ludlum, Brown, America’s Story, 1990.	Active/Cooperative Learning Time: 1-2 class periods Strand 5.11 Explain the structure of the city gov’t. Economic strand: ways people save money  5.22 responsibilities of fed/state/local funding of schools
Activity 6. Question: What is a slogan? (textbook) 6a. Using technology , Each group will make poster, adds for their       voting persuasion of the issues in activity 5. Students will        access clip art digital photos, poster 8.5x11 printouts. 6b. The students will narrow the issues they want to support by       reforming into 2 groups, for and against a campaign issue. 6c. The students will select a captain of each group.	Cooperative Learning Time 1 class period Applying technology creatively Integrating ART
Jacobs, Wilder, Ludlum, Brown, America’s Story, 1990.

 
 

Activity 7. Question: Will my vote count? what is a majority?-Election Process: 7a. Students will select I person from each side of the campaign        Issues to represent them, by show of hands or regrouping. This        person is to oppose the candidate from the opposite side of their        issue. 7b. Students will write speeches and make video info-mercials to        persuade voters. Posters of the candidates and their issue       resolutions to be displayed. 7c. Teacher determines a voting day for person to resolve campaign        Issues.           www.elections.state.ny.us./voting/votequal.htm          www.usdoj.gov/crt/voting/intro/intro.htm	Active Learning Time: 2-3 class periods Applying Technology Strand 5.23 representation, democracy limited government.
Activity 8. Question: What is electoral vote, majority, Election? 8a. Each student will represent I state, and take the campaign issue        from Activity 6, 7 home. In addition to themselves, they are to        ask 4 friends or family members, neighbors how they will vote on        this 1 issue, (with one or 2 classroom, up to 50 students) . 8b. Each student will represent I state and record votes. Bring        to school,the  record of best of five votes.  8c. The student will vote the same as the 5 students they represent.       (1 vote). Students, will assemble and cast their vote for or       against, the issue,( person or candidate for president). Majority       of fifty wins. By population, larger states have more electoral       votes than smaller ones.                           www.aboutgovernment.org	Active Learning Demonstrating strand 5.9, 5.11, 5.23 Explain Structure of the government. And Principles and tools of the government. Integrate math content and technology - %, fractions, charts, graphs, pie chart majority
www.nara.gov/fedreg/elctcoll/index.html#1op	Students go to polls
www.gritsonline.org	Guest speakers

 

Tools and Resources:

As much as possible to expose students to different tools, and as required by frameworks,
though this is not necessary to provide content instruction, online material is very helpful,
as often texts do not have all of the information in one unit or book. Art media may be
substituted, as with math materials if desired, however it is a good way to introduce short
specific technology assignments as well as practice English text, magazines, periodicals, library
resources, newspapers
Computers, Online resources, computer lab? Computer paper (colored ink?)
Software that enables graphics to be created, word processing. , printers., charts.
Video camera or power point slide shows can be useful.
Notebook, compilation of created materials for students, make one online.
Large screen display for class work, group work

Assessment:

RUBRICS: user friendly for students to utilize to peer evaluate oral reports. (intro to rubrics)
Prepared by teacher for student evaluation of oral reports. Add rubrics to cumulate
Each assignment for total work output?

Three essential questions can be tested in QUIZ format separately. Or combined into chapter test
with multiple choice answers. Factual knowledge.
Content does lend itself to short ESSAY questions as students will have practiced writing skills.
Concept understanding can be evaluated in class DISCUSSIONS.
Technology skills can be evaluated as ASSIGNMENTS are completed.

rubricpresidentunit

References:

Jacobs, Wilder, Ludlum, Brown, America’s Story, pp. 199-200,242.346, 715-755,
Houghton Mifflin Co, Boston, Ma. ,U.S.A. ,1990

November, A., Empowering Students with Technology, Chapter 2,4 , Skylight
Publishing, Ill. ,U.S.A., 2001

www.aboutgovernment.org Ronald Reagan website - The American President - Elections, voting

www.ballotwatch.org <http://www.ballotwatch.org/> Initiative Referendum Institute, Citizens
lawmaker servers of educational tools (reg) 501c3 tax exempt educational research, 2003,
Leesburg, Va.

www.fairvote.org         http://www.fairvote.org/factshts/index.htm               [email protected]
American President. President in Action

http://www.gi.grolier.com

www.nara.gov /fedreg/elctcoll/index.html1#op www.archives.gov

www.usdoj.gov/crt/voting/intro/intro.htm
Voting rights of 1965. U.S. Dept of Justice homepage, 2003, 2000

www.potus.com/grford.html linked to grolier .com
Election results, electoral and popular
Outline of American Government Glick,N., 1989, Schroeder,R. 1994. Update 2003

www.tray.com/fecInfo/ www.whitehouse.gov

Credits:   my tenacity
Website : John Flynn ,Grade 5 ,Revolutionary War, Summer 02
www.aboutgovernment.com

www.gritsonline.org
PreK-16 educators Southeast region (5 yr.) Seir-Tec www.netc.org

Copyright: most all of the websites above are copyrighted

www.ballotwatch.org <http://www.ballotwatch.org/>   2003

www.fairvote.org copyright@ 2001. The Center for Voting and Democracy, Takoma Park, Md.
Grolier . Com Scholastic Library Publishing 2003

Active Learning: Remember or bookmark favorite sites, links, or write them. Netwk computers to same sites