You are on page 1of 2

Matthew Frutchey

Professor Reilly
Field II
2/26/16
Title

The Electoral College

Subject Area(s)

Social Studies, Civics, Political Science

Grade Level

Approximately 8th Grade

Summary of the Lesson

This lesson will cover the National Election process and


discuss its fairness.
PDESAS:
5.2.8.D: Describe the citizen's role in the political process
5.3.9.D: Explain how citizens participate in choosing their
leaders through political parties, campaigns, and elections

Standards: (as applicable)


International Standards
National Standards
Professional Organization
Standards
PA Academic Standards
PA Core Standards

NCSS:
NSS-C.5-8.1: Civic life, politics, and government
NSS-C.5-8.5: Roles of the citizen

Essential Questions

1. Why do we use the electoral college?


2. How does the electoral college work?
3. What are some benefits? Some flaws?

Objectives

1. Students will be able to define what the electoral


college is by defining it on an exit slip.
2. Students will be able to critique the electoral process by
debating with me or their classmates if it is an effective
way to elect our president or not.
3. Students will be able to differentiate the popular vote &
electoral vote by choosing which one they believe should
be valued more and writing their reasoning on an exit slip.

Vocabulary:

Democracy
Popular Vote
Electoral College
Primary Election
Candidate
Republican
Democrat
Independent

Estimated Time

Approx. 45 minutes

Materials Required

Computer, PowerPoint, Blackboard/Whiteboard

Procedure
Each professor may
choose to align this
section to his/her
content areas.
This section will
include anticipated
areas of
differentiated
instruction.

Formative Assessment

BEFORE:
- Ask what they know about the current election, including
candidates, political parties, election process (Gain
attention, stimulate recall of prior learning)
- Talk about what a democracy is, why it's important to
American society (Stimulate recall of prior
learning)
- Write objective on the board (Inform learners of
objective)
DURING:
- Ask the students which states they think have the
biggest populations,
have them write a few of their top choices on the board
(Providing learning guidance, presenting content,
stimulate recall of prior knowledge)
- Look at a map of the United States and each states
populations (Presenting Content)
- Lecture (Presenting Content)
- Having students guess which states are most
important. (Elicit
performance, providing
feedback).
AFTER:
- Extension Activities/Enrichment - Having students make
educated guesses regarding the value of one state (i.e.
California) versus several and why candidates would
campaign more in certain areas. (Assessing
- Ask what the students know about the current 2016 election.
See if they know what primary elections are.
- Check for understanding of a democratic government

Student Resources

Maps with populations


Maps with electoral college votes per state
Handouts (Vocabulary Page)

Accommodations

Adaptations and accommodations will be made in accordance


with students' I.E.P.s.
Closure slip with students summarizing the electoral college OR
stating their opinion about it (versus popular vote) and
providing details explaining why.

Assessment