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CARA PROJECT REFLECTIVE INTRODUCTION Ive selected the Electoral Process for my project.

Election years always provide a wonderful backdrop through which to engage students in current events while analyzing various literacies of media, candidates, parties, interest groups, and others, to emphasize the importance of validating sources and information prior to making our decisions not only in elections, but life, in general. We also reflect not only on the electoral college and how it functions, but reflect and discuss reporting methods of various news outlets to predict the outcome of elections.

POETRY: EXPERIENCING THE ELECTORAL PROCESS IN VERSE

LIMERICK Voting Limerick by Peter Flom Today I went in to vote. And here is one thing to note: No matter who wins, Who cries and who grins, We're all sailing in the same boat. APA Reference: Yahoo Poetry Voices [2013] - http://voices.yahoo.com/voting-limerick12394502.html?cat=42 This limerick reminds us that regardless of our opinions and who and what best represents them, we must all work and live together. Teaching Idea: After discussing the elections process and looking at various types of representative poetry, including the limerick, students will create their own limerick about the electoral process.

ANACROSTIC Election Anacrostic by Akimnya Liza

APA Reference: Results of a Google search for completed election acrostic images http://farm9.staticflickr.com/8060/8168938899_72f5fbc615_z.jpg This anacrostic focuses on navigating and emphasizing the perceived most important issues, the importance of selecting the best candidate to represent the country, and voters preparing for election to make the wisest choices. Teaching Idea: Review the above anacrostic and discuss opinions of what the writer was conveying based on what we now know about the election and voting processes. To further reinforce the importance of voting, students will complete an anacrostic of their own, either using the template below or another content-related vocabulary word:

Enchanted Learning [2008] - http://www.enchantedlearning.com/poetry/acrostic/vote/tiny.GIF

FREE VERSE POETRY

Election Day by J.D.McClatchy - A free verse poem which discusses the ever faithful voter wating in line for the voters booth, even though he is skeptical of the value of his vote. APA Reference: Poetry Foundation via Adobe Flash Player [2014] http://www.poetryfoundation.org/features/video/51

An Election Year Prayer by Robert L. Hinshaw - A rhyme prayer to God for guidance in voting with wisdom in upcoming elections. APA Reference: Poetry Soup [2014] http://www.poetrysoup.com/poems_poets/poem_detail.aspx?ID=414712

Occupy the TV by Janet Wong [scroll down to 2nd poem] - The author shares her frustration with the oversaturation and ineffectiveness of political television coverage debates, election results skeptical of the general medias expert representatives. APA Reference: Live Your Poems - Election Day Poems [2012] http://irenelatham.blogspot.com/2012/11/election-day-poems.html Election Day by Irene Latham [scroll down to 3rd poem] - A free verse poem in which a voter weighs carefully the choices, recalling that others are not free to do so, envisioning what freedom can truly be, and which candidate most embodies the voters vision all without saying a word. APA Reference: Live Your Poems Election Day Poems [2012] http://irenelatham.blogspot.com/2012/11/election-day-poems.html Teaching Idea: Students will get into pairs and discuss at least two of the preceding poems, the authors view, and their view of the electoral process as a whole, including various literacies media coverage, voter research of candidates, debates, the value of the vote, the responsibility of the right to vote, run for office, the electoral college, elected offices from local to national. The pair will then write a free verse poem reflecting what theyve learned and discovered about above.

BOOKS

So You Want to Be President? by Judith St. George [2004]

This book shares the stories of our presidents when they were children, emphasizing that presidents are people, too and anyone can pursue the highest office in the land, and at its heart, whatever they dream. APA Reference: St. George, Judith [2000]. So you want to be president?. New York, NY: Philomel. Teaching Idea: During pre-reading, list numbers 1-44; see how many presidents students know, and plug them into their place on the list. [There is a list in the back of the book this updated edition includes through President George W. Bush. Discuss patterns, such as common names, relatives, etc. {A post-reading option is to complete filling in the list and continuing the discussion.} Additional Teaching Idea: After reading the book, students will create a timeline listing interesting or important facts about their lives [i.e. when younger siblings were born, birth date, started taking instrument lessons, playing sports, or involvement in some other activity that has impacted them to date]. Next have student think about what they would like to accomplish in the present or the future; in another color, have students add these to their timelines. Have students share their legacies with the class - timelines can be displayed in the classroom or posted on a class website.

If I Ran for President, by Catherine Stier This book covers the basic vocabulary and path of a candidate to presidency using elementary students as the characters running for office. APA Reference: Stier, Catherine [2007]. If I ran for president. Parkridge, Ill.: Whitman, Albert & Company. Teaching Idea: Discuss the vocabulary of the election process. Discuss issues of importance to the class [school policies, current events, etc.]. The team will work on a project of posters around the classroom regarding their platform, candidates will debate one another on the stance their team has taken on each issue. Campaign managers will use print, video, and audio media to present their candidates platform. Discuss the meaning of target audience and a messages intent, as well as the importance of researching facts to compare with a candidates [or any] claim. Students will use a Venn Diagram to compare and contrast the candidates platforms to make a good v oting decision, using the issues of most personal importance and their values as a filter.

The importance of the voting right is discussed, including the registration deadline in order to be eligible to exercise your right to vote. Students will hold a mock election among the candidates. Abe Lincoln Remembers by Ann Turner A lyrical story of Abes thoughts from log cabin to school room and beyond. APA Reference: Turner, Ann [2003]. Abe Lincoln remembers. New York, NY: Harper-Collins. Teaching Idea: Students choose this or another approved biography and in first person characterization, write a journal entry reflecting the candidates thoughts on the night before the election. Students will represent candidates life experiences and how they have affected him thus far in his drive for the office; and express the emotion of running for office and the potential win or loss. Additional Teaching Idea: Students can write a book report, graded on sharing information about the presidents early life, pre-office, presidency years, and post-office years. To allow for student creativity, written, oral, video, or audio reports are all presentation options.

INFORMATIONAL ARTICLES Readers Theater Ask the Presidents by Cara Bafile APA Reference: Bafile, Cara [2006]. Readers Theater, Ask the presidents. Colchester, Conn.: Education World. Teaching Idea: After acting out the Readers Theater in character, facilitate using Ciardiellos Levels of Questioning as the class will reflects on the stances and decisions of the past presidents represented in the Readers Theater. In small groups, students will discuss their opinions on effectiveness, morality, and impact of these decisions. If students would have done something differently, what would they have done and why? Predict how that change in decision/action would have affected history? What might our culture look like today had that alternate approach been taken? Groups will follow-up by sharing their thoughts with the class. Students will complete the comparison and contrast of ideas by completing a journal entry about one of these events and how they would have done things differently, the predicted impact on history. The entry can be in written, audio, or visual format. Voting - http://www.scholastic.com/teachers/article/voting This article discusses voting in the United States, including history of the voting right and the process itself.

APA Reference: Maxwell, K. J. (2007). Voting. The New Book of Knowledge. Retrieved August 28, 2007, from Grolier Online http://nbk.grolier.com/cgi-bin/article?assetid=a2031120-h Teaching Idea: Read-Aloud and discuss the article. Facilitate a mock registration for students, emphasizing deadlines in order to be eligible to exercise ones right to vote. Emphasize our voting voice and follow-up with Guided Journal questions regarding voting and its tie to our freedoms and the importance of using this right to maintain our freedoms by selecting candidates who best represent those freedoms.

Electoral Process in the United States - http://www.scholastic.com/teachers/article/electoralprocess-united-states This online encyclopedia excerpt covers the process of parties selecting candidates, eligibility requirements and qualifications to hold office, nominating procedures; voting qualifications, registration, and procedures; types and frequency of elections. APA Reference: Electoral Process in the United States [n.d.]. from Grolier Online. Retrieved from http://www.scholastic.com/teachers/article/electoral-process-united-states Teaching Idea: Utilize Patterned Partner Reading to break down the information in the text Read-Pause-Bookmark for class discussion afterward to ensure all areas of potential confusion in the electoral process are covered. Read-Pause-Question, Read-Pause-Say Something, and Read-Pause Summarize are tools that can be effectively integrated to enrich the process. Use class discussion to identify any areas that need additional teaching from another angle or further reinforcement. In addition, use class discussion to find the areas of most interest to the class in the electoral process and adapt lesson plans appropriately to both cover all necessary content and achieve most engagement and impact for the students in each class. Teaching Idea: Read this excerpt aloud and use the Think-Aloud strategy to help students understand the aspects of the voting process and the history of the voting right in the United States.

WEBSITES Understanding the Electoral College http://www.archives.gov/federal-register/electoral-college/about.html Students watch the video on how the electoral college works. Use the interactive electoral college map below to enter mock [or real!] election results and further reinforce understanding of the math behind the electoral college: http://www.harcourtschool.com/activity/electoral/.

Election WebQuest - http://www.scholastic.com/teachers/lesson-plan/election-webquest For this WebQuest, students are placed in pairs. Focuses are on content vocabulary, the importance of objectivity on such hot button topics as politics, research of candidates either on a recent election or [preferably] from an upcoming one. Students will develop campaign poster from their research. Finally, each student will write a persuasive essay regarding which candidate they would vote for, supporting their stance on facts from the research. Emphasis here is on the fact that in the US, one does not have to tell anyone who they voted for and cannot be coerced to vote for anyone in particular.

Improving Elections in the United States http://www.pbs.org/pov/electionday/lesson_plan.php APA Reference: POV-Documentaries with a Point of View [2008, July 1]. Improving election in the United States. Retrieved from http://www.pbs.org/pov/electionday/lesson_plan.php Teaching Idea: Students will utilize Paired Questioning to disseminate the above information. Students will then use Persuasive Essay techniques to write a letter to the President about their ideas for improving the election process. [An alternate or additional teaching idea is for students to pair up and use above techniques to research an issue of interest and write a letter to the President on ideas to improve the state of the issue in question.]

INQUIRY-BASED LEARNING AND PERFORMANCE ASSESSMENT Content Area: A Study of the Presidents: If I Were President . . . TEKS: 5&6-113.118a8; 8b1,5,8(5) History. The student understands important issues, events, and individuals in the United States during the 20th and 21st centuries. The student is expected to: (A) analyze various issues and events of the 20th century such as industrialization, urbanization, increased use of oil and gas, the Great Depression, the world wars, the civil rights movement, and military actions; (B) analyze various issues and events of the 21st century such as the War on Terror and the 2008 presidential election; and (C) identify the accomplishments of individuals and groups such as Jane Addams, Susan B. Anthony, Dwight Eisenhower, Martin Luther King Jr., Rosa Parks, Cesar Chavez, Franklin D. Roosevelt, Ronald Reagan, Colin Powell, the

Tuskegee Airmen, and the 442nd Regimental Combat Team who have made contributions to society in the areas of civil rights, women's rights, military actions, and politics. Accommodations for Special Needs and ELL Students: Student learning styles will be accommodated by allowing for performance outlet options of the following: written journal, dramatization, podcast, video, oral report; or visual report. Special Needs and English Language Learners could be accommodated by above, as well as biographies and other literacies at varied developmental reading level, as appropriate. Title: Project-Based Learning Social Studies: If I Were President Getting to Know the U.S. Presidents: George W. Bush [or other from this series] http://www.amazon.com/George-Bush-Forty-Third-2001-PresentPresidents/dp/0516226495/ref=sr_1_8?ie=UTF8&qid=1398657065&sr=88&keywords=children%27s+biography+on+president+george+w+bush#reader_0516226495 APA Reference: Venezia, Mike [2008]. Getting to know the U.S. presidents: George W. Bush. Danbury, Conn.: Childrens Press. Online biographies of presidents http://gardenofpraise.com/leaders.htm APA Reference: Garden of Praise [n.d.]. Biographies for kids-famous leaders for young readers. Retrieved from http://gardenofpraise.com/leaders.htm http://www.whitehouse.gov/about/presidents/ APA Reference: The White House [n.d.]. Presidents. Retrieved from http://www.whitehouse.gov/about/presidents/ http://www.biography.com/people/george-w-bush-9232768#awesm=~oCHqVfllI2Vfgy APA Reference: George Walker Bush. (2014). The Biography.com website. Retrieved 10:48, Apr 27, 2014, from http://www.biography.com/people/george-w-bush-9232768. Teaching Idea: Students will use the Project-Based learning approach of First-Person Experiences, selecting a past or present President to research, using various literacy sources written biographies, voting records, articles, visual, and audio. Students will assess and reflect on their opinions on selected presidential decisions. They should select at least one presidential decision in which they feel an alternative choice would have more positively impacted history. Students should note why they agree or disagree, what they would have done differently, and document how they feel it would have impacted history in a more

positive way. Projects can be presented orally, visually, via video, podcast, or other digital medium. Analyze for Guidelines in textbook, p. 200 and support analysis: 1) Inquiry focus: Students will assume the identity of one of the past Presidents the Alamo and present project inquiry findings. 2) Consider what you want to know and develop a research plan: the written and online biographies presented above. 3) Choose a presentation format: Students can select the presentation style that is the best outlet for their creativity and learning styles: written report, dramatization, podcast, video, digital presentation [PowerPoint, Prezi, etc.], oral, or visual report. 4) Use multiple sources to research your project: Students are given the above sources as beginning references, and can utilize other library and internet sources, appropriately referenced for validity. 5) Participate in class inquiry workshop sessions: Students will work in small groups and partners to accomplish this portion of the project. This will also assist in developing questions that their audience, as well as themselves, would like to know about the past President. 6) Schedule progress conferences: As part of the homework process, different stage of the project will be spot checked at mini-deadlines to ensure students are staying on the timeline and ensuring questions are effectively answered at various places in the project development process. 7) Engage in self-evaluation by completing the project rubric: Students should utilize rubric to ensure expectations are met and make adjustments to project research and presentation, as needed. 8) Practice and present the inquiry-based investigation: Students will reflect on the process, further reinforcing characterization for the historical figure and adding or adjusting the information or presentation, as appropriate. Performance Assessment: Performance Assessment and Rubric for Journal for Historical Characters is on p. 63 of the Performance Assessments and Portfolios for New Hampshire County Schools website: http://www.nhcs.net/socialstudies_worldlanguages/Performance%20Assessment%20in%20Civi cs.pdf Student Planning: Giving the students rubric ahead of time will help them in planning for the best possible grade by letting them know what will be expected to get the best grade: in factual information, use of social studies vocabulary, consistent use of characters voice and understanding of his place in

history, good use of grammar and spelling, fluent and engaging conveyance of thought, and writing plausible of the historical character. Goals: Some adjustments students might make by applying the rubric to their project are ensuring they learn enough about the past or present Presidents life and communication style to characterize the individual in the spirit of the defenders personality, place in history, reflecting the eras communication style, and thus representing them well; remaining in first person as the historical figure for the presentation; and researching social studies vocabulary applicable to the project to effectively use it in the project.

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