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Subject

Social Studies (NYS K-12 Framework Common Core)

Description

This lesson will identify key elements that go along with a Presidential Election. This lesson will also test student knowledge on elements of this year's presidential nominees and issues concerning the election.

Duration

This lesson will take two 45-minute class periods.

Learning Objectives

• Students will understand key issues of the Presidential Elections.
• Students will become familiar and test any prior knowledge with the presidential candidates and their respective issues.
• Students vote for their presidential nominee of their choice solely based on issues.
• Students will vote for the presidential nominee of their choice based on personal preference.

Materials

• Video: Hail to the Chief: Presidential Elections (2000): Sunburst Technology. Grades 4-8. (22 min.)
• Hail to the Chief Worksheet (attached)
• SMART Notebook Presentation (attached)
• SMART Board set-up
• Internet Connection
• Sheet of loose leaf paper (students will have this)
• Presidential Election Ballot

Hail to the Chief Worksheet.pdf

Presidential Election.notebook

Step-by-Step Procedure

Day 1

1. Have students watch the video on Presidential Elections.
2. While watching the video, students should be filling in the worksheet that goes along with the video.

Day 2

1. Have students take a few minutes to think to themselves, "Why is it important to vote?" Have students identify reasons that are important to them. After giving students a few minutes to think, start a discussion with the class.
2. Have students give their reasons and write them on the SMART Board. The teacher should also show students some important reasons, if they have not come up with these on their own.
3. The teacher should then begin with a review of the movie from the previous day using the SMART Notebook file. (The information from the slides 2-8 will review the information in the movie from the previous day.)
4. Have students come up to the SMART board to identify the different branches of government. Students should be interacting with the SMART Board when identifying the qualifications for a Presidential Nominee.
5. Students should identify the logos of the two main political parties as well as identify "fun facts" about the Presidents and the Election.
6. The teacher will now move on to this year's Presidential Election, having students using the SMART Board to identify who the candidates are for the 2008 Presidential Election.
7. The teacher should have students take out a piece of loose-leaf paper. Have students write down "Mr. Star" and "Mr. SquarePants." The teacher should now tell the students that they will be hearing different sides of certain issues. The teacher should tell students the issues of each candidate (not letting them know whose issues they are). After hearing each issue, the students should vote on which issue they like more and would vote for.
8. Once the teacher is done and students have all finished casting the votes based on the issues, the teacher should tell the students who represents "Mr. Star" and "Mr. SquarePants."
9. The teacher should then have the students vote based on personal preference. Each student should cast a vote on a ballot given to them by the teacher. The teacher will collect the votes. While the teacher counts the votes, students will begin on their exit pass.
10. Students should write a letter to someone who is not going to vote in the election. This person could be someone that they actually know or someone that they make up. Students should include why it is important to vote as well as point out some facts that they have learned about each candidate.
11. Students can work on this for the remainder of the class time. They will need to hand this in as an exit pass.

Assessment

• Student observation of Presidential Movie.
• Student participation and observation of SMART Board Activity.
• Student participation and performance on Exit Pass.

Related Academic Standards

New York State

SS.5.6 GOVERNMENT: The political systems of the Western Hemisphere vary in structure and organization across time and place.

SS.5.6.a.1 Students will examine the basic structure of the United States federal government, including the president, Congress, and the courts.

SS.7.5.b The Constitution established three branches of government as well as a system of checks and balances that guides the relationship between the branches. Individual rights of citizens are addressed in the Bill of Rights.

SS.8.9.a.2 Students will explain the significance of key civil rights victories including President Truman’s desegregation of the military, Brown v. Board of Education of Topeka (1954), the Civil Rights Act of 1964, and the Voting Rights Act of 1965.

SS.I.5.2E Students value the principles, ideals, and the core values of the American democratic system based upon the premises of human dignity, liberty, justice, and equality.

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