Presidential Election 2012

Half Hollow Hills Social Studies Department Presidential Election 2012 Curriculum Guide, K – 5

Democracy cannot succeed unless those who express their choice are prepared to choose wisely. The real safeguard of democracy, therefore, is education.

- President Franklin Roosevelt

Rationale The Half Hollow Hills Social Studies Department believes it is our responsibility to provide students with the tools, skills, and meaningful learning experiences needed to find 21st century success. 0ur students will take on diverse, lifelong roles as learners, friends, family members, consumers, workers and citizens. A central goal of this curriculum guide to is to better prepare students to participate in a democratic society.

The lessons in this guide center on modeling equity and respect, and teaching a sense of social responsibility. Powerful social studies instruction helps students develop enduring understandings and ensures their readiness and willingness to assume the responsibilities of citizenship.

The 2012 Presidential Election is a teachable moment; it’s not only a chance to discuss the electoral process, the candidates and the issues, but is a unique opportunity to remind students that we expect them to grow up to be citizenparticipants, not simply spectators. We want the students of Half Hollow Hills to be informed and thoughtful citizens and to participate in their communities in order to make positive differences in the lives of others.

Goals o

o

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Provide the opportunity for our students to make meaningful and purposeful connections between the electoral process and their own lives.

Ensure that our teachers and students have access to accurate information about the Presidential Election of 2012, as well as resources for teaching and promoting civic responsibility.

Provide a powerful and meaningful, yet age appropriate learning experience for all students K – 5.

Lesson Plan Overview Grade Level(s)

K-1

Lesson/ Lesson Topic

What is an Election?

Extension: Voting Chain

2-3

1. Brain POP Jr: Rights & Responsibilities 2. Voting is a Right

4

1. BrainPop Jr: President 2. Do You Want to Be President?

3 Day Mock Election

5

Day One: Party Formation and Nominations

Objective/Understandings

Understand ways in which such fundamental values as fairness, protection of individual rights, and responsibility for the common good have been applied by different groups of people.

Understand that a responsibility is a duty to do something or to not do something.

Understand examples of situations that involve responsibility and the sources of responsibility.

Understand what political leaders do and why leadership is necessary in a democracy.

Understand what constitutes political rights and why they are important.

Understand what constitutes political rights and why they are important.

Understand the ways people can influence the decisions and actions of their government, such as voting.

Day Two: Campaigning Day Three: Rules, Election & Reflection

Understand the qualities leaders should have, such as a commitment to the values and principles of constitutional democracy, respect for the rights of others, the ability to work with others, reliability, dependability, courage, and honesty.

Kindergarten & Grade 1 Lesson: What is an Election?

CCSS: RI 1 and 7 1. Explain to the class that they will learn about elections. Discuss the idea of elections as a class. (Optional: Complete a class K-W-L chart on a sheet of chart paper).

2. Ask students to think about what it means to be fair. Have them turn to a partner and share a time when something happened to them that was not fair. Ask a few students to share their experiences with the class.

3. Create a class definition of the word fair. Explain that another word for fair is just.

4. Hand out the Is it Fair? worksheet. Have student’s works with a partner to draw an X on the pictures that show fair things happening. Discuss each picture as a class.

Have students think about how they could change the situations to make them fair.

5. Next hand out the What is an Election? Vocabulary worksheet. Read the words and definitions as a class. Have students complete this page with a partner.

6. Explain to students that they will learn about Election Day. Read the story out loud to students. (It is up to you if you wish to make copies for all students). After reading the story, (or as you read), have students complete the What is an Election?

Graphic Organizer. Go over with the class.

7. To close the lesson, ask students once again to explain what fair means. Ask students how they feel when they are not allowed to do something. Explain that at one time, not everyone was allowed (had the right to) vote. Display/show students the Fair Voting Primary Source Connection picture. Read the text to the students.

Discuss why they think some people were not allowed to vote. Tell them that in the past certain groups of people were not allowed to vote (example: women and those between the ages of 18 and 20). Discuss whether this was fair and why. Explain that today, anyone who is a United States citizen over the age of 18 can vote.

Extension Activity: Voting Chain 1. Ask students, “Have you or your friends ever had to make a decision about something that was hard to agree on? Maybe you were deciding what game to play at recess of what to watch on television?” Voting is a fair way to make a decision.

2. Help the class to choose an issue to vote on (such as an activity) that you can implement that day or the next. State the issue as a question that can be answered “yes” or “no.”

3. Give students strips of paper (yes and no). They are to decide/vote on the question.

4. Create a chain with all of the yes votes and all of the no votes.

5. Discuss: Is the longest chain under the Yes or the No sign? Let’s count; can you see your own voting link? Would the chain look different if you had not voted? What do the results mean for us? Was this a fair way to make a decision?

Grades 2 & 3 Lesson: Rights & Responsibilities CCSS: RI 4, 7, and 10; W, 8 1. Before showing students, the video, ask the class what it means to vote.

2. Handout the Notebook worksheet that accompanies the Brain Pop Jr video, Rights &

Responsibilities. (est. time 3:37). (Search in Social Studies, in Citizenship). Read over the

3.

4.

5.

6.

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questions with the class. There are three questions that students can answer as they watch or when they video is over. (The Word Wall provides definitions of these words). After students have been given a chance to answer, discuss and make sure they have accurate definitions written down. (Or give each student a copy of the Word Wall).

Explain to students that people vote on Election Day. Tell students that Election Day is always the first Tuesday after the first Monday in November. Looking at a calendar, have students identify what the date of the 2012 election is (i.e November 6th).

Hand out the Election Day! Vocabulary worksheet. Read the words and definitions as a class. Have students complete this page with a partner.

Explain to students that they will learn about Election Day. Read the story out loud to students. (It is up to you if you wish to make copies for all students). After reading the story, (or as you read), have students complete the Election Day! Graphic Organizer.

Ask students to share their answers/responses.

To close the lesson, ask students to explain the difference between a right and a responsibility. Display/show students the Election Day! Primary Source Connection picture. Read the text to the students. Discuss why they think the farm couple is studying the ballot before they voted. Explain that today, ballots are published in newspapers so that people have time to think and take notes before they actually vote.

Optional Activity: Create a responsibility quilt. (Worksheet can be found on the BrainPop Jr site as the Activity Page that goes along with the video).

Grade 4 Lesson: Do You Want to Be the President?

CCSS: RI 1, 4, 7, and 10 1. Before showing students the video, ask the class: What is the President’s job? Record

student responses on the board (chart paper).

2. Handout the Notebook worksheet that accompanies the BrainPop Jr video, President. (est. time 5:04). (Search in Social Studies, in Government). Read over the questions with the class. There are three questions that students can answer as they watch or when they video is over. After students have been given a chance to answer, discuss their answers. Compare their answers to question #2 to what they came up with prior to watching the video. (Note: it might be helpful for students to have a copy of the Word Wall).

3. Ask students: Who is on a quarter? Who is on a dollar bill? (If you are comfortable, I recommend passing around some money for students to look at). Ask why they think George Washington was given this honor – he was our first President.

4. Have students read, Our First President worksheet. On their own, they should read and complete questions 1 – 5. Go over as a class.

5. To close the lesson, ask students if they think they would ever want to be President of the United States. Hand out the Do You Want to Be President? worksheet. As a class, read the information on the chart. Then have student’s complete questions 1 – 4 on their own.

6. Optional Activity: Complete an acrostic poem about presidents. (Worksheet can be found on the BrainPop Jr site).

Grade 5 Lesson: Three Day Mock Election CCSS: RI 4, 6, and 9; W, 1 and 2 This lesson was created by iCivics. iCivics creates free educational materials that promote civic competence. In 2009, Justice Sandra Day O’Connor founded iCivics to reverse what she saw as Americans’ declining civic knowledge and participation. Securing our democracy, she realized, requires teaching the next generation to understand and respect our system of governance.

The three day lesson (with plans and hand outs) can be found @ http://www.icivics.org/teachers/lesson-plans/mock-election. An overview of the three days can be found at the end of this guide.

Having an Election

Name: _____________________________________

Date: ___________________

Is It Fair?

Directions: When something is fair, it is equal for everyone.

Read the sentences below. Put an X on the pictures that are fair.

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Fred does not share.

Gigi takes a turn as line leader.

Everyone rides the bus.

Only big kids can buy ice cream.

#50911—Elections—Grades K–2

© Shell Education

Having an Election

Name: _____________________________________

Date: ___________________

What Is an Election? Vocabulary Directions: Read the definitions for each word. Use the definitions to help you complete each sentence. fair—equal for everyone; just just—the right thing for all; fair laws—the rules that are made by the government vote—to choose someone to lead 1. If something is fair, it is also ______________________________ .

2. If something is just, it is also ______________________________ .

3. People vote for ____________________________________________ .

4. People ________________________________ for a new president.

Directions: Place an X on the law that is fair and just.

Everyone can go to the park.

Only girls can go to the park.

Only boys can go to the park.

© Shell Education

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Having an Election

Name: _____________________________________

Date: ___________________

What Is an Election? Story Pages Directions: Cut along the dotted lines. Put the pages in order.

Read the information.

Eva is excited. Her mom is going to vote. She will go with her mom. They take the car. Her mom will vote for a new president!

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Having an Election

What Is an Election? Story Pages (cont.)

It is Tuesday. It is November. Eva asks her mom, “Why didn’t you vote on Monday?”

Eva’s mom says, “Election Day is always in November.

It is the first Tuesday after the first Monday in November.” © Shell Education

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Having an Election

What Is an Election? Story Pages (cont.)

Eva learns that there are many laws about voting. One law is that you must be over 18 years old to vote. Another law is that no one can be turned away. Anyone who is old enough can vote.

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Having an Election

What Is an Election? Story Pages (cont.)

All laws must be fair. All laws must be just. Eva’s mom must choose a fair and just leader. © Shell Education

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Having an Election

Name: _____________________________________

Date: ___________________

What Is an Election? Graphic Organizer Directions: Use the information from the story. Fill in the missing information. Write or draw the answers in the boxes below.

• • • • • •

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Who is going to the polling place?

What is happening at the polling place?

Why is Eva’s mom going to the polling place?

Where are Eva and her mom going?

When does this story take place?

How are they getting there?

Who

What

Why

Where

When

How

#50911—Elections—Grades K–2

© Shell Education

Having an Election

Name: _____________________________________

Date: ___________________

Fair Voting Primary Source Connection

Background Information This picture is from about 1945. At this time, African Americans could not vote. They were turned away from the polls. This was not fair. This picture shows African Americans voting. This is fair. © Shell Education

#50911—Elections—Grades K–2

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VOTING CHAIN

YES/NO SIGN

YES

NO ©2005 Kids Voting USA, Inc. – All rights reserved.

Having an Election

Name: _____________________________________

Date: ___________________

Election Day! Vocabulary Directions: Look at the words in the box below. Read each sentence. Match the word that belongs with the sentence. duty—a job that a person must do Election Day—the day people go to vote polling place—the place where voters vote responsibility—having a job to do when people count on you to do it right—something you are allowed to do 1. Bill pulls weeds. This is his job. _______________________________________________________________ 2. Susan feeds the horses. They count on her. _______________________________________________________________ 3. Carol goes to school. Everyone can go to school. _______________________________________________________________ 4. Today is a special day. People will vote. _______________________________________________________________ 5. This is a building. People vote here. _______________________________________________________________

© Shell Education

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Having an Election

Name: _____________________________________

Date: ___________________

Election Day! Story Pages Directions: Cut along the dotted lines. Put the pages in order.

Read the information.

Finally, Eva and her mom are at the polling place. Eva sees signs with the candidates’ names. She sees people holding up signs. Most of the people are smiling. They seem happy that today is Election Day. 17 78

#50911—Elections—Grades K–2

© Shell Education

Having an Election

Election Day! Story Pages (cont.)

Eva asks her mom, “Why do all these people want to vote?”

Eva’s mom replies, “It is their duty. Americans have the right to vote. It is a great responsibility. They want their voice to be heard. This is one way they can make their voice heard.”

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Having an Election

Election Day! Story Pages (cont.)

“It seems as if the whole town is here!” Eva exclaims.

“It may seem that way,” says her mother. “But, some people choose not to vote. They do not come to the polls.

Their voice is not heard.”

Eva does not understand. “Why doesn’t everyone vote?” she asks.

“I do not know,” says Eva’s mom. “Voting is a right.

But, people can choose to vote or to not vote.”

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© Shell Education

Having an Election

Election Day! Story Pages (cont.)

Eva thinks about ways she is responsible at home. She feeds her goldfish. She makes her bed. Eva thinks about ways she is responsible at school. She listens to her teacher. She helps others. Eva could choose to not do these things. But, she feels proud when she does them.

These voters must be proud, too.

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Having an Election

Name: _____________________________________

Date: ___________________

Election Day! Graphic Organizer Directions: Voting is a right. Voting is a responsibility. List ways Eva is responsible at home and at school. List ways you are responsible at home and at school.

Eva’s Responsibilities At Home

At School

My Responsibilities At Home

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At School

© Shell Education

Having an Election

Name: _____________________________________

Date: ___________________

Election Day! Primary Source Connection

Background Information This picture shows two farmers before they vote. They are studying the ballot to decide who to vote for. They are in McIntosh County, North Dakota. It is November 1940.

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document name: “NStg060210”

NST0210P3.0

Name

Date

OUR FIRST PRESIDENT

READING FOR INFORMATION

Read the story about George Washington. Then follow the directions below.

When George Washington was young, he lived on a big farm in Virginia with his brothers and sisters. He liked to ride horses. He had to do chores, such as feeding and taking care of the animals on the farm.

George also had to study. He practiced writing. Math was his favorite subject. George also learned dancing, how to use good manners and how to be a gentleman.

After George Washington grew up, he worked hard. He was the leader of the army and fought for America’s freedom from the British. He became President in 1789 and was elected again in 1793.

1. Where did George Washington live as a boy? Circle the state in the story.

2. What was Washington’s favorite subject? Underline it in the story.

3. How did Washington keep busy? Draw a box around one thing that he did.

4. Which paragraph would you read to find a fact about Washington as an adult?

Put a star next to the paragraph in the story.

5. Write one way that you are like Washington and one way that you are different from him. Write your ideas on the back of this page. © 2006 TIME FOR KIDS News Scoop Edition. This page may be photocopied for use with students. • Vol. 11, No. 18 • February 10, 2006

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CMYK TIME Imaging

George Washington as a Boy

CMYK TIME Imaging

NST0206P4.0

Name

Date

DO YOU WANT TO BE PRESIDENT?

READING FOR DETAILS

Before you give your answer, find out more about this important and busy job.

Read the chart. Then use it to answer the questions below.

Your Title: President of the United States The City Where You Would Live: Washington, D.C. Your Home: The White House Your Pay: $400,000 a year Your Term: Four years. You may not serve as President for more than two terms.

To Become President, you must have been born in the United States. you must be at least 35 years old. you must have lived in the U.S. for at least 14 years.

Your Jobs: You pass or veto (do not pass) new laws that members of Congress make.

You are the head of the Army, Navy, Marines, Air Force and Coast Guard.

You meet and work with leaders from other countries.

You appoint or choose judges to serve on the Supreme Court.

Each year, you make a budget to show how the government will spend its money.

You choose the members of your Cabinet. These people will give you information that will help you do your job.

1. The President lives in what city?

_____________________________________________

In what home? _____________________________________________________________

2. A person can be President for only two terms. How many years is this? _________ 3. What do you think is the President’s most important job? Why? ________________ ___________________________________________________________________________ ___________________________________________________________________________

4. List two skills that you think the President needs to do the job well.

____________

___________________________________________________________________________ Would you like to be President of the U.S. when you are older? Why or why not? What skills do you have that would make you a good President? Write your ideas on the back of this page. Then share this page with a family member.

Copyright © 2004 TIME FOR KIDS News Scoop Edition. This page may be photocopied for use with students. • Volume 9, No. 16 • February 6, 2004

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Teacher’s Guide Mock Election– Overview Time Needed: Three Class Periods Materials Needed: Student worksheets, scissors, tape or glue, colored pencils or crayons Copy Instructions: See copy instructions for each day.

Learning Objectives Students will be able to:  explain the steps taken from the primary season to the election through scaffolded activities.  demonstrate the voting process in primary and class wide elections.  describe the impact of an election at the classroom level in an open response activity.  engage in a simulated democratic process.

DAY TO DAY  DAY ONE

Party Formation and Nominations: Assign students to a “party” and hold a primary election.

 DAY TWO

Campaigning: Students create campaign materials for their party and nominee.

 DAY THREE

Rules, Election & Reflection: Students create election rules, review ballot options, vote, and reflect on the “election” process.

BEFORE YOU TEACH  Materials. Preview the lesson and decide what materials students will need to make the most of the mock election. We suggest art materials (colored pencils, markers, scissors) and a ballot box.  Simple Classroom Policies. In this activity, students will vote for a new classroom policy. You will need to brainstorm a list of five policies that you would be willing to add to your classroom. Examples might be a new rule, an agreement with the class (if-then statement), a new procedure, or a reward. Keep it simple and attractive for both you and your students. Here are some examples: 

Each week, students with perfect attendance will earn ________________.



If all assignments are completed each week/month/quarter, one homework pass will be granted.



Ten minutes of quiet time once a week for activity of choice (reading, homework, iCivics play, etc.).

 Role for Elected Student. The class will vote for a class leader whose “platform” is one of the five policies you listed You will need to decide what role an elected student can play in connection with each policy. For example, that student may be the policy monitor who makes sure the new policy is carried out, or the student might be involved in carrying out the policy, such as passing out homework passes. You could also give that student a role such as student representative, classroom greeter, paper collector, or another coveted classroom role.

This lesson plan is part of the Politics and Public Policy series by iCivics, Inc. a nonprofit organization dedicated to advancing civic education. For more resources, please visit www.icivics.org/teachers, where you can access the state standards aligned to this lesson plan. Provide feedback to feedback@icivics.org. ©2011 iCivics, Inc. You may copy, distribute, or transmit this work for noncommercial purposes if you credit iCivics. All other rights reserved.

Overview p.1

Teacher’s Guide Mock Election– Copy Guide Day One Teacher’s Guide: Print a copy for yourself.

Classroom Policy Options: Teacher Transparency Party One Introduction: Copy a half-class set (one-sided) Party Two Introduction: Copy a half-class set (one-sided) Primary Poster: Copy a class set (one-sided) Primary Ballot: Copy enough for the students and cut before distributing the ballots

Day Two Teacher’s Guide: Print a copy for yourself.

Campaign Materials: Class set (one-sided) SWAG– T Shirt: Copy a half-class set (one-sided) SWAG– Stickers and Buttons: Copy a half-class set (one-sided) Voting Guides: Copy a class set (can be double-sided with Trivia sheet) Presidential Election Trivia: Copy a class set (can be double-sided with Voting Guide)

Day Three Teacher’s Guide: Print a copy for yourself.

Ballot Transparency: Teacher Transparency Pre-Voting Activities: Class set (one-sided) Review: Class set (one-sided) Teacher Keys: Print copies for yourself.

Overview p.2