LPdobson


 * 7th Grade, Eastern Hemisphere/Civics**
 * Title: Who Will Be Our Next President?**

 ALIGNMENT WITH MIELP STANDARDS READING ACTIVITY WRITING ACTIVITY

**LESSON PLAN** Primary unit question Although we are taking a break from the scheduled curriculum to conduct this two day activity, I think that this lesson will tie into the final unit on civics at the end of their semester. With that being said, I think some unit questions might be: · What are the positive characteristics and challenges of the American democracy? · What is the role of the average citizen in democracy? · What are the functions of the three branches of government? · What is the correlation between the theoretical framework of democracy and the system we live under?

Unit Goals · Students will experience elements of democracy via observation and simulation. · Students will be able to identify characteristics of each of the branches and their respective selection processes. · Students will begin to engage with democracy as a complicated term, rather than rule of many.

Daily Lesson Rationale //You’re Students are studying African Geography-- Presidential Elections?// Let me first contextualize why I am doing this and then get into the rational for this curricula. Periodically, our instructor will ask if the students are following the elections and the seemingly apathetic students will give a range of groans in response. Several times, the instructor has indicated that she desired to spend more time on the election, because it is happening right now. This mentality, paired with the last quarter of the semester being focused on civics, it made this lesson seem not only appropriate, but necessary. I have a few candid rationale in include in this rationale. Students are constantly looking to connect what they’re learning in school to the real world. When the opportunity presents itself like this does, educators need to seize the day. Sort of the educators //Carpe Diem,// seizing the moment. In this spirit, the election process for president is long, complicated, and somewhat exhausting, but it is imperative that as democrats, we understand this process. Quite honestly, if we do not captivate and engage students, when escaping the election is a near impossibility, we may never get that opportunity, again. Students need to begin to form an understanding of a democratic society, so if nothing else they can function within it and identify areas of change. Responsibility, duty, and character are also moral characteristics associated with participation in democracy. Ralph Nader, while on campus in 2004 said “Half of Democracy is just showing up,” and he was right. But the other half is knowing what you’re showing up for and why you’re there. This today lesson focusing on the 2008 election will begin to scratch the surface of these much larger themes. Students will understand what exactly is happening in the eyes of every media outlet in the country and what is going to happen in the coming months and future elections. With 2008 being the election for a term limited President, it makes the process that much more interesting. Using a model democracy also has a lot of benefits. It shows students they too can lobby for change. It also permits students the opportunity to develop and articulate beliefs and debate based on those beliefs. The process will exhibit deliberation and how these democratic principles can function in a microcosm.

Daily learner outcomes · Students will describe and experience a model simulation of the primary process. · Students will construct a platform and begin to understand partisanship. · Compare and contrast differences in the two mainstream parties in the United States. · Students will forge a strong connection between what they are learning and what is occurring in both the media and pop culture. · Students will be required to formulate a position and defend that decision. Students will exhibit persuasive speaking, writing, and reflecting on values.

Alignment with national and state standards //National Standards// Thematic Strands: II Time, Continuity, & Change III People, Places, & Environments IV Individual Development & Identity V Individuals, Groups, & Institutions VI Power, Authority, & Governance X Civic Ideals & Practices

Alignment with state elp standards

L.1 Follow simple and complex directions 2.1; 3.1; 3.3 3 L.3 Identify main ideas and supporting details from spoken English 2.1; 2.2; 2.3 9 L.4 Identify the meaning of vocabulary in the content areas 2.2; 2.3 3 S.1 Use spoken language for daily activities within and beyond the school setting 1.1; 1.2 3, 10, 11 S.3 Use spoken English and nonverbal communication in socially and culturally appropriate ways 3.1; 3.2; 3.3 3, 4, 12 S.4 Use English to interact in the classroom 2.1 3 S.5 Provide and obtain information; express and exchange opinions 1.1; 1.2; 2.1; 2.2 3, 5, 6 W.1 Use conventions and formats of written English 1.2; 2.2 2 W.3 Write using appropriate vocabulary choice and variation 2.2; 3.1 3, 6, 8, 12 W.4 Construct sentences and develop paragraphs to organize writing supporting a central idea 1.1; 2.2 2 R.3 Build vocabulary to develop concepts 2.2 1, 4 R.4 Understand and use grammatical rules of English to improve comprehension 2.2 2 R.5 Read and demonstrate comprehension of main ideas and supporting details 2.2 5, 9 R.6 Apply reading skills in social and academic contexts 1.2;2.2;2.3 3, 4, 10, 12

Primary concepts/generalization Partisanship Democrat Republican democrat (intentional) republican (intentional) Convention Candidate Poll Primary Caucus Delegate Debate Political Spectrum

Materials to bring to class Laptop Who Will Be Out Next President.ppt Data Projector Calculator Delegation Assignment Cards Handouts for Party Platforms Short Essay Handout

Developmental sequence //DAY 1// //Anticipatory Set// Students will arrive in the classroom to the party principles waiting on their desk. Students will be asked to quiet down and I will begin with the few preliminary slides, setting the context for the day. Then students will be given 5 minutes to discuss the two platforms among peers. At the conclusion of the five minutes, I’d ask the students to sit on the designated side of the room with their peers.

//Body of Lesson// At this point I will distribute the delegation assignments. The blue party delegation/convention system models the Democratic one, while the white models the republican system. I will then ask for a student that would like to be the contention vice chairperson that is not running for President. I will also try to stimulate the parties so that each party has two or more people running. I will then present students with the task of electing a representative of their party to be the convention chairperson, that has to take the lead in terms of selecting the candidate. The groups will then break and select their candidate. I will suggest that they allow the candidates to speak on why they think they’re best. Then have a questioning period and discussion, but understand that the chairperson has reign on this. Meanwhile the vice chairperson will be responsible for totaling all the delegates they have and finding the majority number. Students will represent states in their voting and the numbers reflected are the total delegates for that state. Once two candidates have emerged, I will proceed with my lecture and power point connecting the simulation to where we are in the real process.

//Closure// I will leave students with a preview of what is coming tomorrow, the presidential election. I will recognize the candidates and tell students that I will see them tomorrow.

//DAY 2// //Anticipatory Set// Today’s anticipatory set will begin right away with a presidential debate, and then a caucus, followed by voting The debate will be each candidate having a chance to say a few things and then field questions and then close. Voting will be done first popularly, then by the electoral college and written on the board. The new President will be congratulated and allowed to sit wherever they want during the lecture.

//Body of the Lesson// Now I will again make the connection to where we are in the real world and what the future timeline might look like. This will be interactive in nature asking students to help make the connections with me. I will also stress the difference in the popular vote versus the electoral college.

//Closure// The closure will serve doubly as assessment as well. I am going to take the questions that students will be responding to, for about 20 minutes to also have a discussion on.

Students will be afforded about 20 minutes to reflect on their experiences and the questions in appendix 3. Students will be ask to simply sit and write, although the cooperative work piece will be difficult. I want students to process together, but generate their thoughts independently. This assignment will be reviewed by myself, returned to students with comment and those who use material from the class adequately will give full credit, those who complete the assignment, but do not draw on the class experience will receive half credit and those who do otherwise, will not receive credit.
 * Assessment**



READING: Party Platform Handout

TODAY AND TOMMORROW, LADIES AND GENTLEMEN, WE WILL CHANGE HISTORY. WE WILL ELECT, THE FIRST EVER, PRESIDENT OF our CLASS ROOM. THE PROCESS WE ARE GOING TO USE FOR THIS WILL MIRROR THE CURRENT NATIONAL PROCESS, THE BIGGEST DIFFERENT IS THAT WE WILL DO THIS WITH A FEW DOZEN PEOPLE, OVER TWO DAYS, INSTEAD OF MILLIONS OF PEOPLE OVER A FEW YEARS. I HOPE THAT MANY OF YOU HAVE CHANGES YOU’D LIKE TO MAKE, AND I HOPE YOU WILL CONSIDER RUNNING FOR PRESIDENT. THE FIRST THING WE MUST DO, IS DETERMINE WHICH PARTY YOU STAND FOR. THE TWO PARTIES ARE NAMED FOR OUR SCHOOL COLORS, THE BLUE PARTY AND THE WHITE PARTY. TAKE A FEW MINUTES TO LOOK OVER THESE PLATFORMS. MY HOPE IS THAT THE CLASS GETS DIVIDED INTO TWO, SOMEWHAT EQUALLY. YOU WILL ALSO HAVE A FEW MOMENTS TO DISCUSS THIS WITH YOUR PEERS.

The Blue Party Believes That…
 * Blue Party**

Classroom Management · Students should be able //to pick// their own seats daily on a first come first serve basis //(infinitives)// · Students should be permitted to chew gum/candy in class. · Teachers should be //more aggressive// with their punishments and address the situations as they arise in class. //(superlatives and comparisons)// · There should be more absences permitted.

Curriculum · Students should be given //more// opportunities //for field trips//. //(prepositional phrase)// · Students prefer more traditional book work. · Students prefer more group work and cooperative learning. · Students //should// present work in class often. //(modals)// · Students should have less homework/work to be done out of the class. · Students should have more essays and writing assignments as assessment. · Students think that physical work completed should be a bigger part of one’s grade.

Student Life · The school day should start earlier but get out earlier. · Lunch should be earlier in the class day. · There should be more food/drink options outside of the cafeteria. (ex: Monster/Vending Machines) · Classes should be geographically closer. · The school day should be shorter. · There should be more rewards for work done. · Students should be allowed to wear flip-flops. · Students should be allowed to dress-down more often, more freedom to dress as they wish.

The White Part Believes That…
 * White Party**

Classroom Management · Students and/or Teachers should pick the seats//, but// they will be the same daily. //(compound sentence)// · Students should be permitted to have food/drink in class. · Teachers should be more passive with punishment, simply assigning detentions in place of addressing the behavior publicly in class. · There should be more tardies permitted.

Curriculum · Students should be given more opportunities for elective classes. · Students prefer more project type assignments. · Students prefer more individualized work. · Students should share/present work only when necessary. · Students should have more time to complete assignments · Students believe in fewer essays like assignments and prefer more creative projects. · Students believe that class participation and attentiveness should be a bigger part of one’s grade.

Student Life · Students should start later in the morning, but get out later. · Students should have lunch later in the class day. · Better food should be served in the cafeteria and favorite options should be offered more often (ex: Bosco Sticks Daily) · Students should have more time to get to their classes. · Students should have a longer lunch and more breaks throughout the day. · There should be more days off when work is completed. · Students should be permitted to wear “hoodies”. · The dress code should be more relaxed about skirt length and other similar regulations.



PRODUCTION: Writing

NAME: PARTNER’S NAME: //(Students are given the opportunity to work collaboratively, which could also get into oral production)// HOUR:

1) How did the way we elected our classroom president model the way the United States President is elected?
 * DIRECTIONS: ** Working with a partner, if you want to, take some time to answer these questions to the best of your ability. Please answer this as completely as possible using complete sentences. We will share our answers. //Writing complete sentences forces many objective to me met)//

//(This question allows students the opportunity to take two days of discussion and paraphrase/summarize everything to a few sentences. It will also force students to use various past tenses to do so.)//

2) What does Partisanship mean, do you agree with it? What are the benefits/challenges?

//(Students, especially ESL students, will have an opportunity to define a word using its place in context. Making a judgement call, which the second portion calls for forces students to use High Order Thinking to evaluate.//)

3) Which candidates or past candidates did you like/dislike? Why?

//(This question allows students to be flexible in their tense use. It also encourages them to make a judgment call)//

4) Do you have a better understanding of how the President is selected? What did you learn? What would you still like to know more about?

//(This question calls for past tense reflection, And also the use of modals.)//

5) Who is going to be our next President? Why?

//(Future tense needed.)//