WVSU LESSON PLAN Teacher Candidate _Mark Cutlip___________ Date 04/25/14 ___________ th School George Washington High___________ Grade/Subject

12 / Social Studies __ Lesson Topic _The Electoral College Process_________________________

INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES 1. Students will be able to explain and evaluate how the Electoral College process limits government and protect individual rights. 2. Students will explain how American government protects political rights of citizens as evidenced by the Constitution and the ideas of those involved in the establishment of American government. 3. Students will learn about the two-party system in the United States by evaluating how society and political parties have changed over time and analyze how political parties function today. 4. Students will learn to explain demographic data in elections to interpret debate and evaluate the geopolitical implications of the electoral college of various issues like political and cultural boundaries. 5. Students will compare and contrast information from diverse sources, both primary and secondary, into a coherent understanding by writing an essay on what they understand about the Electoral College process. WV CSOs SS.12.C.2: explore social contracts, the establishment of rule of law, and evaluate how limited government and rule of law protect individual rights. SS.12.C.3: demonstrate that the purpose of American government is the protection of personal, political, and economic rights of citizens as evidenced by the Declaration of Independence, the Constitution, Constitutional Amendments, and the ideas of those involved in the establishment of American government. SS.12.C.19: critique the evolution of the two-party system in the United States, evaluate how society and political parties have changed over time and analyze how political parties function today. SS.12.G.2: conduct research using demographic data to interpret debate and evaluate the geopolitical implications of a variety of global issues: the environment and environmental protection political and cultural boundaries womens rights cultural diversity and assimilation religion standard of living

SS.11-12.L.9: integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

NATIONAL STANDARDS 1.1 Culture: Human beings create, learn, share, and adapt to culture. 1.2. Time, Continuity, AND Change: Knowing how to read, reconstruct and interpret the past allows us to answer questions. 1.5. Individuals, Groups and Institutions: Institutions are the formal and informal political, economic, and social organizations that help us carry out, organize, and manage our daily affairs. It is important that students know how institutions are formed, what controls and influences them, how they control and influence individuals and culture, and how institutions can be maintained or changed.

1.6. Power, Authority, and Governance: The development pf civic competence requires an understanding of the foundations of political thought, and the historical development of various structures of power, authority, and governance. 1.10. Civic Ideals and Practices: Full participation in society and essential component of education for education for citizenship, which is the central purpose for social studies.

MANAGEMENT FRAMEWORK: Overall Time - 45 minute lesson Time Frame 10 min. Teacher intro/instructions/discussions/Pretest Question: What Do You Know about the Electoral College Process? 20 min. Power point presentation titled, The Electoral College Process. 05 min. Guided discussion by teacher on the Power point presentation. 10 min. Posttest Question/Exit slip: Write at least one paragraph (5 sentences or more) on your thoughts concerning the Electoral College process. What are the pros and cons concerning the Electoral College process?

STRATEGIES Teacher led discussion, Guided instruction by teacher Technology feature: Power point presentation Collaborating group work/Class participation DIFFERENTIATED INSTRUCTION/ ADAPTATIONS/ INTERVENTIONS (Learning Styles, Students with Special Needs, Cultural Differences, ELL) Needs-Based Planning
Learning Differences: Give extra time for completion of answers. Attention Differences: Have students sit upfront or stand in the back to address this situation. Motivational Differences Ability Differences Cultural Differences Communication Differences: Guided instruction by teacher. Multiple intelligence addressed (check all that apply): __X__ Verbal/linguistic __X__ Spatial ____Logical/mathematical ____Bodily-kinesthetic ____Musical ____ Naturalist ___X_ Interpersonal _____ Intrapersonal ____ Existential ____ Others (explain): Sensory Differences Behavioral Differences: Have student(s) sit close to teachers desk. Physical Differences Ability Differences Enrichment

PROCEDURES Introduction/ Lesson Set + Teacher will begin with discussion on students knowledge of the voting process and the Electoral College. Body & Transitions + Students will discuss and answer out aloud the pretest question, What Do You Know about the Electoral College? + Teacher will present a Power point presentation titled, The Electoral College. + Teacher will lead class discussion on the power point. Closure + Students will discuss and answer posttest question, Write at least one paragraph (5 sentences or more) on your thoughts concerning the Electoral College. What are the pros and cons concerning the Electoral College process? as an exit slip.

ASSESSMENT Diagnostic: Students prior knowledge will be assessed on what they know about the Constitution and Electoral College process as a part of a voting right. Formative: Students will be assessed by participating in a group discussion along with guided instruction from the teacher. Students will learn how American government protects political rights of citizens as evidenced by the Constitution. Summative: After viewing the Power point presentation titled, The Electoral College, students will write a paragraph comparing and contrasting their thoughts on the Electoral College process. Students will be able to explain and evaluate how the Electoral College process. Students will learn about the two-party system in the United States by evaluating how society and the political parties have changed over time. MATERIALS -Smart board -Computer -Notebook paper -Pencils

EXTENTED ACTIVITIES If Student Finishes Early If Student Finishes Early, he or she is expected to sit quietly and read their in assignment books. If Lesson Finishes Early If Lesson Finishes Early, teacher can led further guided discussion on personal opinions about how the media has influenced our opinions. Students create questions to ask other students. If Technology Fails Teacher will have students pick a chapter or section from the classroom textbook or trade book that is associated with a historical subject or event. Students will have to read and then summarize the main points to that chapter or section.

POST-TEACHING Reflections When I was designing this lesson plan, I wanted to break down the Electoral College process into an easy to read and follow visual presentation. The Electoral College is a subject that is not a main theme or topic brought up concerning the voting process. The pretest question, What Do You Know about the Electoral College? was thought as a way for me to assess my students knowledge and understanding of what they already knew about the Electoral College. I wanted to engage my students in group discussion. The posttest question was designed for improving my students literacy skills by to writing an essay. It stated, Write at least one paragraph (5 sentences or more) on your thoughts concerning the Electoral College. What are the pros and cons concerning the Electoral College process? Most of the comments made by my students were well-thought-out remarks that demonstrated to me the majority of students seem to grasp the main points and concepts to the process surrounding the Electoral College process. The most responses stated the Electoral College was unfair or it was not the greatest way to vote because they felt a lot of voters opinions would not be heard or waste of time (if 50.1% vote for one candidate, the other 49.9% do not have a say in the voting process). Students did not agree with the all or nothing premise of the Electoral College process. This silences a lot of voters; especially in smaller populated states. Students also mentioned they do not like others presenting their vote. Not all criticisms and thoughts on the Electoral College process were negative or unpopular. One student wrote, It keeps everything as equal as possible. Another student remarked that most processes will not be perfect. This particular student impressed me because youths that have not voted yet have already grasp the concept that some things take time and have a mature attitude. There are many factors that can affect an outcome like the voting process to determine our next four-year termed president. I hope my students learn from this lesson and become better citizens to develop appropriate opinions and have positive views on government actions like the voting process.

Data Based Decision Making (If Needed) N/A