Virtual and Blended Learning: Part I

Election 2016!

J.E. Mazzaferro

University of Kansas

Election 2016! is an American Government Unit taught with the special education
teacher in a support role. It uses a Rotation Model of Blended Learning, specifically a Lab
Rotation where students utilize computers as needed. It is based on the Universal Design for
Learning framework and the principles of multiple means of engagement, multiple means of
representation, and multiple means of action and expression. It employs the following practices
in support of those principles and framework:
Multiple Means of Engagement
Options for self-regulation include the use of a unit organizer, project based learner with rubric,
and a self-assessment rubric.
Options for sustaining effort and persistence include the use of KWL and peer collaboration.
Options for recruiting interest include the provision of choice and an emotional connection
through connection with the current election as everyone seems to have an opinion about the
candidates.
Multiple Means of Representation
Options for comprehension include the use of a unit organizer, Bad Kitty Runs for President,
and visual representations of the election process.
Options for language, math, and symbols includes the word wall with difficult vocabulary and
jargon defined.
Options for perception include the use of written words paired with audio.
Multiple means of Action and Expression
Options for executive functions include the use of graphic organizers or sketch noting.
Options for expression and communication include group discussions, entrance tickets, and
opportunities for providing opinions.
Options for physical action include stoplight exit tickets, and choice of performing content.
Formative Assessments:
Formative assessments are incorporated into the unit through daily entrance tickets, stoplight
exit tickets, and the use of project based learning.
By applying the UDL framework based on the principles of multiple means of engagement,
multiple means of representation, and multiple means of action and expression, this unit is
designed to be flexible enough to meet the needs of all students.
It is important to note, that students have full computer access during this unit. While it
may not be clear on the website due to time and technology restraints, it is intended that

students may fill in and email the PDFs provided to them. Entrance tickets may also be
completed electronically either through email or through website textbox. All documents are
provided on the website for students to refer back to as needed. It is also important to note that
the 5 days provided here comprise only the first week of a two week unit.
Unit Outlines and Related Practices
Day 1: Election 2016! Introduction
KWL: What do you know? What I want to know? What did i learn?(MME:recruiting interest)
Group discussion: of K and W (MMAE: expression and communication)
Unit Organizer (MME: self-regulation; MMR: comprehension)
Vocabulary wall (MMR:language)
Entrance Ticket: (MME: recruiting interest, MMR: perception; MMAE: expression and
communication) (formative assessment)
Bad Kitty: (MME: recruiting interest; MMR: perception)
Exit ticket: (Formative assessment)
Day 2: Formal Presidential Qualifications
Entrance ticket: (MME: recruiting interest, MMR: perception; MMAE: expression and
communication) (formative assessment)
Unit Organizer (MME: self-regulation; MMR: comprehension)
Group Project with Rubric: (MME: self regulation, sustaining effort; MMAE: options for
executive functions, options for expression and communication; peer mentoring: making
connections to other kids is powerful motivator)
Formal Presidential Qualifications - Part I (MMR: options for comprehension)
Formal Presidential Qualifications - Part II (MMR: options for comprehension)
Exit ticket: stop light (formative assessment)
Day 3: Informal Presidential Qualifications
Entrance ticket: (MME: recruiting interest, MMR: perception; MMAE: expression and
communication) (formative assessment)
Unit Organizer (MME: self-regulation; MMR: comprehension)
Group Project with Rubric: (MME: self regulation, sustaining effort; MMAE: options for
executive functions, options for expression and communication; peer mentoring: making
connections to other kids is powerful motivator)
Informal Presidential Qualifications (working in pairs; powerful motivator) (MMR: can use
provided sheet or express info in chosen way)
exit ticket: stop light (formative assessment)
Day 4: 2016 Presidential Candidates
Entrance ticket: (MME: recruiting interest, MMR: perception; MMAE: expression and
communication) (formative assessment)
Unit Organizer (MME: self-regulation; MMR: comprehension)
Group Project with Rubric: (MME: self regulation, sustaining effort; MMAE: options for
executive functions, options for expression and communication; peer mentoring: making
connections to other kids is powerful motivator)

 2016 Presidential Candidates (working in pairs. sustain interest by examining websites. MMR:
can produce info in own way)
exit ticket: stoplight (formative assessment)
Day 5: Group Projects
Group Project with Rubric: (MME: self regulation, sustaining effort; MMAE: options for
executive functions, options for expression and communication; peer mentoring: making
connections to other kids is powerful motivator)
Critical Friends peer feedback: What I like. What I wonder. Critique. (peers: powerful
motivator) (MMAE: options for expression and communication)
Days 6+ (not included)
Students will examine the US Constitution and Amendments to support understanding of the
formal election process.
Students will also examine the non-constitutional election process, including campaigns and the
role of political parties, including primaries and national conventions.

References

Behizadeh, N. (2014). Enacting problem-posing education through project-based learning.

English Journal, 104(2), 99-104. Retrieved from http://search.proquest.com.www2.lib.ku.edu/
docview/1635219060?accountid=14556
Boon, Richard T. Adolescent Literacy: Strategies for Content Comprehension in Inclusive
Classrooms. Baltimore: Paul H. Brookes, 2013. Print.
Greer, D., Rowland, A. L., & Smith, S. J. (2014). Critical Considerations for Teaching Students
With Disabilities in Online Environments. Teaching Exceptional Children, 46(5), 79-91.
Katz, J. (2013). The three block model of universal design for learning (UDL): Engaging
students in inclusive education. Canadian Journal of Education, 36(1), 153-194. Retrieved from
http://search.proquest.com.www2.lib.ku.edu/docview/1440186282?accountid=14556
Lattimer, H. & Riordan, R. (2011) Project-Based Learning Engages Students in Meaningful
Work. Middle School Journal, 43(5), 18-23.
Ralabate, P. K. (2011). Universal design for learning: Meeting the needs of all students. ASHA
Leader, 16(10), 14-17. Retrieved from http://search.proquest.com.www2.lib.ku.edu/docview/
893925534?accountid=14556

FORMAL AND INFORMAL

PRESIDENTIAL QUALIFICATIONS
The United States Constitution provides formal qualifications to hold the office of
President of the United States. Are there informal, unwritten qualifications, too?
OBJECTIVES
Identify presidential qualifications formally required by the U.S. Constitution.
Formulate informal presidential qualifications using the professional and personal
backgrounds of recent presidents.
Evaluate formal and informal presidential qualifications.
MATERIALS
U.S. Constitution
Formal Presidential Qualifications: Part I
Formal Presidential Qualifications: Part II
Recent Presidents Data
Presidential Qualifications: Data Analysis
Presidential Qualifications: Evaluation
Presidential Qualifications: Evaluation Questions
PROCEDURES/OPTIONS
1. Using Formal Presidential Qualifications graphic organizer, Article II of the U.S.
Constitution, and Amendment 22 of the U.S. Constitution, students will list and
analyze the constitutionally mandated presidential qualifications.
2. Discuss answers.
3. There are two options for examining informal presidential qualifications, depending
on student need and time available.
Option 1: Data Provided
A. Using the completed Recent Presidents Data sheet and blank Presidential
Qualifications: Data Analysis, students will analyze the data in each category for
common traits and trends over the years. Students should keep in mind the following
questions when conducting their analysis: What do the presidents or most of the
presidents have in common? Have traits changed over time? What does the data tell
you about qualities needed to be elected to the office of President?
B. Using Presidential Qualifications: Evaluation, students will condense their work on
Presidential Qualifications: Data Analysis by describing the ideal presidential
candidate. In addition to the formal qualities required by the Constitution, what
informal qualifications are needed or are most common?
C. Using Presidential Qualifications: Evaluation Questions, students will evaluate their
own analysis in terms of the existence of informal qualifications to hold the office of
President by addressing higher order thinking questions.
Option 2: Student Research
A. Students will conduct research to complete the Recent Presidents Data sheet.
Depending on student need and time available, research may be done individually or
in groups.
B. Using the completed Recent Presidents Data sheet and blank Presidential
Qualifications: Data Analysis, students will analyze the data in each category for

common traits and trends over the years. Students should keep in mind the following
questions when conducting their analysis: What do the presidents or most of the
presidents have in common? Have traits changed over time? What does the data tell
you about qualities needed to be elected to the office of President?
B. Using Presidential Qualifications: Evaluation, students will condense their work on
Presidential Qualifications: Data Analysis by describing the ideal presidential
candidate. In addition to the formal qualities required by the Constitution, what
informal qualifications are needed or are most common?
C. Using Presidential Qualifications: Evaluation Questions, students will evaluate their
own analysis in terms of the existence of informal qualifications to hold the office of
President by addressing higher order thinking questions.
4. Discuss answers.
5. Option for further study: Students can apply their analysis of informal presidential
qualifications to unsuccessful presidential candidates. Did he or she fail to meet the
qualifications or is the idea of informal qualifications a fallacy?

FORMAL PRESIDENTIAL QUALIFICATIONS: Part I

Article II of the U.S. Constitution provides three qualifications a
person must meet in order to hold the office of President. List each.
A.

B.

C.

Why are these three qualifications important enough to have been

specified in the Constitution? Address each individually.
A.

B.

C.

FORMAL PRESIDENTIAL QUALIFICATIONS: Part I

Article II of the U.S. Constitution provides three qualifications a
person must meet in order to hold the office of President. List each.
A. Natural born citizen or citizen of the United States at time of adoption of the
Constitution.

B. At least 35 years of age

C. At least 14 years a resident within the United States

Why are these three qualifications important enough to have been

specified in the Constitution? Address each individually.
A. The Framers wanted leaders with strong ties and allegiance to the nation. Citizen at
time of adoption was added out of respect for the many foreign-born American
Revolution era patriots and leaders.

B. By the age of 35, a person would be mature enough to have varied experiences and
hopefully have developed wise judgment. By this age, a person would also have a
track record and a history by which to judge his character and abilities.

C. Fourteen years a resident would provide time to learn the nations character and
ways, as well as to forge strong ties and allegiance to the nation.

FORMAL PRESIDENTIAL QUALIFICATIONS: Part II

Two more qualifications to be president were added to the
Constitution by the 22nd Amendment. List each.
A.

B.

What led to the 1951 passage of the 22nd Amendment?

Should there be a limit on the number of presidential terms a

person may serve?
Pros:

Cons:

FORMAL PRESIDENTIAL QUALIFICATIONS: Part II

Two more qualifications to be president were added to the
Constitution by the 22nd Amendment. List each.
A. May only be elected twice to the office of President.
B. May only be elected once to the office of President if held office of President or acted
as President for more than two years of a term to which another was elected.

What led to the 1951 passage of the 22nd Amendment?

The two term tradition begun by George Washington was broken by FDRs four
elections to the office of President (1932, 1936, 1940, 1944). Much of the impetus for
the amendment was based on partisan opposition to FDRs policies and his
unprecedented four elections to the presidency.

Should there be a limit on the number of presidential terms a

person may serve?
Pros:
Prevents movement toward monarchy or long-term reign gained through the benefits
of incumbency.
Restores 2 term tradition.

Prevents loss of balance of power amongst the three branches of government caused
by the accumulated power of an extended presidency.

Cons:
Restricts voter choices; may impede voter will.

Second term president (lame duck) has no electoral accountability.

With limited time in office, presidents focus on short-term goals as opposed to longterm goals.

RECENT PRESIDENTS DATA

Complete the following chart. Excluding political beliefs, add and complete any
categories you think are missing.
PRESIDENT
DATES
NUMBER OF
TERMS
ELECTORAL
COLLEGE
VOTES (OF
538)
PARTY
HOME
STATE
PROFESSION
PRIOR
GOVERNMENT
EXPERIENCE

MILITARY
EXPERIENCE
EDUCATION

FAMILY

AGE AT
ELECTION
GENDER
RELIGION

40: REAGAN

41: BUSH

42:CLINTON

43: BUSH

44: OBAMA

RECENT PRESIDENTS DATA

Complete the following chart. Excluding political beliefs, add and complete any
categories you think are missing.
PRESIDENT

40:
REAGAN

41: BUSH

42:
CLINTON

43: BUSH

44: OBAMA

DATES

1981-1989

1989-1993

1993-2001

2001-2009

2009-2017

NUMBER OF
TERMS

ELECTORAL
COLLEGE
VOTES (OF
538)

1980: 489-49
1984: 525-13

1988: 426-112
1992: 168
(loss)

1992: 370-168
1996: 379-159

2000: 271-266
2004: 286-251

2008: 365-173
2012: 332-206

PARTY

Republican

Republican

Democratic

Republican

Democratic

HOME STATE

California

Texas

Arkansas

Texas

Illinois

PROFESSION

Actor/

Oil Business/
Government

Law/
Government

Business/
Government

Law/
Government

PRIOR
GOVERNMENT
EXPERIENCE

California
Governor

Vice
President; CIA
Director;
Envoy to
China; UN
Ambassador;
Member of
House of
Representative
s

Arkansas
Governor

Texas
Governor

Illinois State
Senator; U.S.
Senator

MILITARY
EXPERIENCE

World War II
era

World War II
Naval Aviator

none

Texas Air
National
Guard

none

EDUCATION

BA:
Economics
and
Sociology
Eureka
College

BA:
Economics
Yale
University

BS: Foreign
Service
Georgetown
University;
J.D. Yale
University

BA: History
Yale
University;
MBA Harvard
Business
School

BA: Political
Science
Columbia
University;
J.D. Harvard
University

FAMILY

Divorced,
remarried. 5
children

Married, 5
children

Married, 1
child

Married, 2
children

Married, 2
children

AGE AT
ELECTION

69

64

46

54

47

GENDER

Male

Male

Male

Male

Male

RELIGION

Presbyterian

Episcopal

Baptist

Methodist

Christian

Government

PRESIDENTIAL QUALIFICATIONS: DATA ANALYSIS

Using the completed presidential data sheet, analyze the data in each category for common
traits and trends over the years. What do the presidents or most of the presidents have in
common? Have traits changed over time? What does the data tell you about qualities needed to
be elected to the office of President?

DATA ANALYSIS: TRENDS IN PRESIDENTIAL

TRAITS.
NUMBER OF TERMS
ELECTED
ELECTORAL VOTES:
CLOSE OR BLOWOUTS
PARTY
HOME STATE
PROFESSION
PRIOR GOVERNMENT
EXPERIENCE
MILITARY EXPERIENCE
EDUCATION
FAMILY
AGE AT ELECTION
RACE
GENDER
RELIGION

PRESIDENTIAL QUALIFICATIONS: DATA ANALYSIS

Using the completed presidential data sheet, analyze the data in each category for common
traits and trends over the years. What do the presidents or most of the presidents have in
common? Have traits changed over time? What does the data tell you about qualities needed to
be elected to the office of President?

DATA ANALYSIS: TRENDS IN PRESIDENTIAL

TRAITS.
NUMBER OF TERMS
ELECTED

Most often elected to two terms. Easier to win as incumbent.

ELECTORAL VOTES:
CLOSE OR BLOWOUTS

Large variety: 1980s-winner received more than 3/4 of electoral

votes; 1990s-winner received around 2/3 of electoral votes; 200 and
2004-winner received little more than majority of electoral votes.
2008 and 2012-winner received around 2/3 of electoral votes.

PARTY

Party tends to switch back and forth between Republicans and

Democrats.

HOME STATE

4 of 5 from states with large populations and large number of

electoral votes.

PROFESSION

Prior to or interspersed with government work, law or business

were most common professions.

PRIOR GOVERNMENT
EXPERIENCE

3 were state governors; 1 was Vice President; 1 was U.S. Senator

MILITARY EXPERIENCE

Since 1992, not required for election. 1 had National Guard

experience. Prior to 1992 election, two previous presidents had
WWII-era military experience.

EDUCATION

3 of 5 received undergraduate degrees from Ivy League schools. 3

most recent received graduate degrees from Yale or Harvard (J.D. or
MBA)

FAMILY

All were married with children. 1 had prior divorce. 2 had young
children living in the White House. 3 had adult children.

AGE AT ELECTION

Three most recent were mid-40s to mid-50s. Two prior presidents

were mid-60s.

RACE

4 of 5 Caucasian. 1 African-American

GENDER

Male

RELIGION

4 of 5 described themselves as members of various Protestant

denominations. 1 described himself as Christian.

PRESIDENTIAL QUALIFICATIONS: EVALUATION

Using your data analysis, describe the ideal presidential candidate. In addition to the formal
qualities required of a president as listed in the Constitution, what informal qualifications are
needed?

INFORMAL PRESIDENTIAL QUALIFICATIONS: THE

IDEAL CANDIDATE
NUMBER OF TERMS
ELECTED
ELECTORAL VOTES:
CLOSE OR BLOWOUTS
PARTY
HOME STATE
PROFESSION
PRIOR GOVERNMENT
EXPERIENCE
MILITARY EXPERIENCE
EDUCATION
FAMILY
AGE AT ELECTION
RACE
GENDER
RELIGION

PRESIDENTIAL QUALIFICATIONS: EVALUATION

Using your data analysis, describe the ideal presidential candidate. In addition to the formal
qualities required of a president as listed in the Constitution, what informal qualifications are
needed?

INFORMAL PRESIDENTIAL QUALIFICATIONS: THE

IDEAL CANDIDATE (suggestions)
NUMBER OF TERMS
ELECTED

Incumbent or running against non-incumbent.

ELECTORAL VOTES:
CLOSE OR BLOWOUTS
PARTY

Opposite party of current president or current president

HOME STATE

Large state by population.

PROFESSION

Law or business

PRIOR GOVERNMENT
EXPERIENCE

State governor

MILITARY EXPERIENCE

Not necessary.

EDUCATION

Ivy League graduate degree in law (J.D.) or business (MBA).

FAMILY

Married with children.

AGE AT ELECTION

Mid40s-mid50s

RACE

No longer relevant

GENDER

Male

RELIGION

Christian

2016 PRESIDENTIAL CANDIDATES DATA

CANDIDATE
PARTY
HOME STATE
PROFESSION
PRIOR GOVERNMENT
EXPERIENCE

MILITARY EXPERIENCE
EDUCATION

FAMILY

AGE AT ELECTION
GENDER
RELIGION

HILLARY CLINTON

DONALD TRUMP

2016 PRESIDENTIAL CANDIDATES DATA

CANDIDATE

HILLARY CLINTON

DONALD TRUMP

PARTY

Democratic

Republic

HOME STATE

IL

NY

PROFESSION

Lawyer

Businessman/Entrepreneur
Author
Television personality

PRIOR GOVERNMENT
EXPERIENCE

US Secretary of State
US Senator
First Lady of the United States
First Lady of Arkansas

none

MILITARY EXPERIENCE

none

none

EDUCATION

BA: Political Science. Wellesley

College
JD Yale University

University of Pennsylvania

FAMILY

Married, 1 child, 2
grandchildren

Married 3x, divorced 2x. 5

children, 8 grandchildren.

AGE ON ELECTION DAY

69

70

GENDER

Female

Male

RELIGION

Methodist

Presbyterian

PRESIDENTIAL QUALIFICATIONS:
EVALUATION QUESTIONS
What data is missing? Besides political beliefs, what qualities should have been included?
Why?

You only examined the five most recent presidents. Why do you think only five were included?
Would results differ if you went further back in history? Why or why not?

You have analyzed presidential qualities to determine what modern presidents have in common.
Do you believe these commonalities are informal qualifications (meaning necessary but not
found in the Constitution) to becoming president? Can a person without these qualities be
elected? Examples? Explain your answers.

In your opinion, what informal qualifications, traits, or experience should a person have in order
to be elected to the office of President? Why?

PRESIDENTIAL QUALIFICATIONS:
EVALUATION QUESTIONS (possible answers)
What data is missing? Besides political beliefs, what qualities should have been
included? Why?
This is completely student choice. Answers may include anything from physical traits such as
height to length of time in elected office. The important part of this question is not what
should be included, but why it should be included. Students should defend their answers.
You only examined the five most recent presidents. Why do you think only five
were included? Would results differ if you went further back in history? Why or
why not?
Only the most recent five presidents were included for two specific reasons:
1. The election of Reagan was a large historical shift creating a natural break at which to
begin.
2. Their tenure stretches over thirty years. As so much of the world has changed over that
time, so have the men elected president. Qualities and characteristics of presidents prior to
then are not as relevant to those elected in more recent times.
I wouldnt expect students to come up with those specific answers, but they should understand
how the passage of time has changed the nation, the electorate, and the men elected president.
You have analyzed presidential qualities to determine what modern presidents
have in common. Do you believe these commonalities are informal qualifications
(meaning necessary but not found in the Constitution) to becoming president?
Can a person without these qualities be elected? Examples? Explain your
answers.
This question is also largely personal choice, with the explanation more important than the
specific answer. Things to keep in mind while discussing:
While informal qualifications do exist, they are not permanent. Until Barack Obama was
elected, being caucasian was an informal qualification. Currently, being male is an informal
qualification but that too, may soon change.
In your opinion, what informal qualifications, traits, or experience should a
person have in order to be elected to the office of President? Why?
This is a subtle change in question from what students have examined up to this point. Instead
of asking what is an informal qualification or what should be included for examination,
students are asked if any of these qualifications, traits, or experience SHOULD be important.
Does it matter if a president is married or divorced. Does it matter if a president attended a
top university or attended a local college? Does a presidents religion matter. These are all
personal choices for students to answer and explain.