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Date: Feb.26/29
School: Blevins
Content Area: Social Studies
Title: Elections
Lesson #9 of 11
Grade Level:8
Inquiry Questions:
Why do people create governments and laws?
In what ways do citizens play a role in Democracy?
Concepts and skills students master:
Ability to support opinions with evidence
Understanding how individual beliefs and opinions relate to larger patterns of beliefs in
American government
21st century skill: analytical thinking; ability to identify similarities in personal opinions and that
of major political parties
21st century skill: Creating and innovating; Develop a growing understanding of the citizens role
in Democracy and how to align personal beliefs with political functions/parties/candidates.
Evidence Outcomes:
Every student will be able to:
1. I can summarize how candidates are selected through primaries and caucuses.
2. I understand how the Electoral College works when electing the President.
3. I can identify my position on the political spectrum.
Elections
Approx. Time
1 hour 15 minutes
Anticipatory Set
Teaching/
Presentation:
270towin.com
After watching me walk through the 2000 election and change the
electoral votes given to each president from each state, the
students will choose an election from the past and create
scenarios where the candidate who lost wouldve won. Which
states (and their amount of electoral votes) would have been
needed to swing the vote. Designed to emphasize how electoral
votes, by state, affect election results.
Teaching Strategy:
(Independent
Practice)
The next lesson will begin with a learning target reflection on this
lesson. Students will use academic language sentence starters to
write a sentence on what they have learned about the learning
targets. One sentence about: primaries vs. caucus, electoral
college and the political spectrum. We will also go over which
candidates took the votes in both the student NewsELA ballot and
Super Tuesday results.
Closure
Materials
Accommodations
&
Modifications
Assessment
Co-Teaching
Strategies
Purpose of lesson/State Standard Addressed:
4.1 Analyze elements of continuity and change in the United
States government and the role of citizens over time.
d. Evaluate the result of various strategies for political
change over time.
f. Examine ways citizens may effectively voice opinions,
monitor government and bring about change nationally.
Co-Teaching strategy and Rationale: For this lesson we used the
1 teach, 1 assist co-teaching strategy. This lesson was partly a
lecture on the electoral college and partly a webquest where
students applied their understanding of the electoral college and
took an isidewith.com quiz which quizzed them on their opinions
towards a variety of political issues then gave the students the
political party and presidential candidate who most closey aligned
with their opinions. Because the lesson was lecture and student
work time, it worked best to have one teacher guide the class.
Were there other co-teaching strategies used when implementing
the lesson? If so, why?
Differentiated: Students without laptops worked one-on-one with a
teacher through the 270towin election simulation
Would you use this co-teaching strategy for this lesson again?
Yes, it was an easy to instruct lesson which one teacher could
easily lead. Student work time allows for a fair amount of
circulation.
primaries and relate it to our learning. This will add relevancy and show students that
what is being taught in the classroom is directly applicable to life outside the classroom.