It is election season, and most of us will admit that we are tired of the political ads, but this year, it is predicted that far fewer people will get their election information from network TV. Most people are getting their information from Twitter and social networking sites. Where do you get your election information?
In education, we are always looking for the 'teachable moment.' There is no better time than during a presidential election to teach about government, history, civic responsibility, critical decision making, propaganda, bias, states and capitals, speeches, the role of media, the impact of social networking, etc.......
Below are resources from Education World, The New York Times Learning Network, writing prompts and activities, and iPad apps.
WHAT ARE SOME OF YOUR FAVORITE ELECTION TEACHING IDEAS?
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Website Resources
What is a President?
Students learn the basics about this important job. (Grades K-3)
Design a Presidential Candidate
Students use art skills while thinking about the qualities and characteristics an elected official should have. (Grades K-6)
Understanding Political Parties
The class holds a mock campaign and election, helping kids understand why voting--and the ability to disagree with a candiate's views--are important rights for American citizens. (Grades K-4)
Students learn the basics about this important job. (Grades K-3)
Design a Presidential Candidate
Students use art skills while thinking about the qualities and characteristics an elected official should have. (Grades K-6)
Understanding Political Parties
The class holds a mock campaign and election, helping kids understand why voting--and the ability to disagree with a candiate's views--are important rights for American citizens. (Grades K-4)
Election Scavenger Hunt
Hunt through newspapers and other news sources for election-related "treasures." (Grades K-12)
Hunt through newspapers and other news sources for election-related "treasures." (Grades K-12)
Election Term BINGO
Test students grasp of election vocabulary with a quick BINGO game. Student game card included. (Grades 3-12)
Test students grasp of election vocabulary with a quick BINGO game. Student game card included. (Grades 3-12)
Getting Out the Vote: An Election Day Classroom Experiment
An experiment drives home to students the importance of voting. (Grades 3-12)
An experiment drives home to students the importance of voting. (Grades 3-12)
Take a Stand!
A unique approach to a classroom discussion/debate about the election process. (Grades 3-12)
A unique approach to a classroom discussion/debate about the election process. (Grades 3-12)
What Are the Important Issues?
Determine the most important issue of the current campaign. (Grades 3-12)
Determine the most important issue of the current campaign. (Grades 3-12)
Your Vote Counts
Young students build an election campaign around their favorite TV characters. (Grades Pre-K-2)
Young students build an election campaign around their favorite TV characters. (Grades Pre-K-2)
Picture This: Election Results Graphs
Use art supplies or a free online tool to graph election results. (Grades K-12)
Use art supplies or a free online tool to graph election results. (Grades K-12)
A Funny Thing Happened on the Way to the Election: Editorial Cartoons
Create an editorial cartoon "museum" in your classroom. (Grades 3-12)
Create an editorial cartoon "museum" in your classroom. (Grades 3-12)
Meet the Press
This lesson plan was built for the 2004 presidential election, but it could be easily adapted to any election. Students play the roles of candidate, campaign manager, and journalist in this activity. (Grades 6-12)
This lesson plan was built for the 2004 presidential election, but it could be easily adapted to any election. Students play the roles of candidate, campaign manager, and journalist in this activity. (Grades 6-12)
How Laws Are Made
Invite students to create a graphic organizer to illustrate the steps elected representatives take to make a new law. Included: Student work sheet and role-play ideas. (Grades 3-12)
Invite students to create a graphic organizer to illustrate the steps elected representatives take to make a new law. Included: Student work sheet and role-play ideas. (Grades 3-12)
Special Interests: How Would A Legislator Vote?
In this role-play, students are elected officials who must vote on five bills related to the special interests of groups that helped finance their campaigns. How will they vote? (Grades 3-12)
In this role-play, students are elected officials who must vote on five bills related to the special interests of groups that helped finance their campaigns. How will they vote? (Grades 3-12)
Use Editorial Cartoons to Teach About Elections Past and Present
Kids and editorial cartoons are a natural connection. The cartoons can be a terrific tool for teaching higher level thinking skills. Students can discuss them and analyze them -- they can even create them. And what current event could be more rife with editorializing possibilities than the upcoming elections?
Kids and editorial cartoons are a natural connection. The cartoons can be a terrific tool for teaching higher level thinking skills. Students can discuss them and analyze them -- they can even create them. And what current event could be more rife with editorializing possibilities than the upcoming elections?
THERE'S AN APP FOR THAT!
Writing Prompt
What if the voting age were lowered to 13? How would the candidates try to appeal to younger voters? How would the issues change as more teenagers gained the right to vote? Would young people get more engaged in our democratic system?
An Informed Decision-Maker
- Who are the candidates?
- What are the issues?
- How are the candidates trying to win the election?
- Who do you think should win the election?
Framework
Mini-Unit 1: Who Are the candidates?
Project: Candidate Profiles
Project: Candidate Profiles
Students research one candidate and retool his campaign to appeal to younger voters by creating brochures, slide shows, biographies or Facebook pages or other social media strategies to introduce him.
Mini-Unit 2: What Are the issues?
Project: Issue-Based Campaign Materials or Strategy
Project: Debate
Project: Issue-Based Campaign Materials or Strategy
Project: Debate
Students survey one another on the issues that matter to them, then research one or more of these issues to create campaign materials like buttons, advertising, brochures or posters around it. Then, they debate the issues, either from the candidates’ point of view or their own.
Mini-Unit 3: How are the candidates trying to win the election?
Project: Argumentative Essay
Project: Campaign Speech or Presentation
Project: Argumentative Essay
Project: Campaign Speech or Presentation
Students assess campaign ads to analyze how the candidates this year are trying to appeal to voters, then focus on one campaign strategy to write an essay answering the question, “Which candidate is running the better campaign?” They write campaign speeches for the candidate they have researched.
Mini-Unit 4: What Do You Think?
Project: Student Editorial
Project: Student Editorial
Students conduct a one-question interview on views about the election so far, then write an editorial in which they tell why they think one of the candidates should be elected. They use the materials they have created and what they have learned so far to run a mock election.
COMMON CORE STANDARD LINKS
Reading
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
3. Analyze how and why individuals, events and ideas develop and interact over the course of a text.
6. Assess how point of view or purpose shapes the content and style of a text.
7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.
10. Read and comprehend complex literary and informational texts independently and proficiently.
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
3. Analyze how and why individuals, events and ideas develop and interact over the course of a text.
6. Assess how point of view or purpose shapes the content and style of a text.
7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.
10. Read and comprehend complex literary and informational texts independently and proficiently.
Writing
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization and analysis of content.
4. Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting or trying a new approach.
6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
7. Conduct short as well as more sustained research projects based on specific questions, demonstrating understanding of the subject under investigation.
8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, then integrate the information while avoiding plagiarism.
9. Draw evidence from literary or informational texts to support analysis, reflection and research.
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization and analysis of content.
4. Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting or trying a new approach.
6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
7. Conduct short as well as more sustained research projects based on specific questions, demonstrating understanding of the subject under investigation.
8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, then integrate the information while avoiding plagiarism.
9. Draw evidence from literary or informational texts to support analysis, reflection and research.
Speaking and Listening
1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively and orally.
3. Evaluate a speaker’s point of view, reasoning and use of evidence and oratory.
4. Present information, findings and supporting evidence such that listeners can follow the line of reasoning and the organization, development and style are appropriate to task, purpose and audience.
5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively and orally.
3. Evaluate a speaker’s point of view, reasoning and use of evidence and oratory.
4. Present information, findings and supporting evidence such that listeners can follow the line of reasoning and the organization, development and style are appropriate to task, purpose and audience.
5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
SOCIAL STUDIES STANDARDS
Civics
- Understands ideas about civic life, politics and government.
- Understands the character of American political and social conflict and factors that tend to prevent or lower its intensity.
- Understands issues concerning the disparities between ideals and reality in American political and social life.
- Understands the roles of political parties, campaigns, elections and associations and groups in American politics.
- Understands how participation in civic and political life can help citizens attain individual and public goals.
- Understands the importance of political leadership, public service and a knowledgeable citizenry in American constitutional democracy.
