Lesson+Plan+-+Day+3

(Gabriela Morris) || Post-Assessment: ﻿Gifted/Talented:
 * =DAY 3: Modern Day Voting =
 * //Presentation Links//: [[file:DAY 3 - Past-Present Voting Venn Diagram.pdf]] [[file:ModernDayVoting.ppt]]﻿ ||
 * **Learning Objectives: ** || * The students will able to make connections between voting and their personal lives.
 * The students will be able to fill out a graphic organizer comparing voting methods in the past to voting methods in the present.
 * The students will be able to recall events that prompted a higher voting turn outs.
 * Students will know where to look for candidate information. ||
 * **SSS: ** || * SS.5.C.2.2 Compare forms of political participation in the colonial period to today.
 * SS.5.C.2.3 Analyze how the Constitution has expanded voting rights from our nation's early history to today.
 * SS.5.C.2.4 Evaluate the importance of civic responsibilities in American democracy.
 * SS.5.A.1.2 Utilize timelines to identify and discuss American History time periods.
 * LA.5.4.2.2 The student will record information (e.g., observations, notes, lists, charts, map labels, legends) related to a topic, including visual aids to organize and record information on charts, data tables, maps and graphs, as appropriate;
 * <span style="font-family: Georgia,serif;">LA.5.3.1.1 The student will pre-write by generating ideas from multiple sources (e.g., text, brainstorming, graphic organizer, drawing, writer's notebook, group discussion, printed material) based upon teacher-directed topics and personal interests; ||
 * **<span style="font-family: Georgia,serif;">Procedures: ** || * <span style="font-family: Georgia,serif;">I will begin by reviewing the previous lesson.
 * <span style="font-family: Georgia,serif;">I will ask the students to recall what they have learned about the history of voting.
 * <span style="font-family: Georgia,serif;">I will write on the board what the students remember.
 * <span style="font-family: Georgia,serif;">Have you ever seen anything on T.V. or outside relating to political campaigns?
 * <span style="font-family: Georgia,serif;">I will go over the definition of a campaign.
 * <span style="font-family: Georgia,serif;">What were the messages that these T.V. commercials and posters trying to covey?
 * <span style="font-family: Georgia,serif;">Depending on the students responses we will either:
 * <span style="font-family: Georgia,serif;">Continue giving more examples (showing a video example)
 * <span style="font-family: Georgia,serif;">Create a chart describing whether the messages that they have seen were mostly positive or negative.
 * <span style="font-family: Georgia,serif;">Why would candidates promote negative comments about another?
 * <span style="font-family: Georgia,serif;">Discuss as a class how this method of campaigning began and how it was use to sway voters in a certain direction.
 * <span style="font-family: Georgia,serif;">Begining with the elections during the 1960s and describe the methods and tactics used by the different candidates.
 * <span style="font-family: Georgia,serif;">Notice how this type of campaigning is still done today.
 * <span style="font-family: Georgia,serif;">How do you think this propaganda effects voter turnout?
 * <span style="font-family: Georgia,serif;">In the 1960s voter turn out (the people who actually go out and vote) was at about 64% and has been declining since then. However recently it has been above 60% and our most recent Presidential elections. (2004, 2008)
 * <span style="font-family: Georgia,serif;">What do you think caused this rise in voter turn out? (Students will discuss with class)
 * <span style="font-family: Georgia,serif;">Discuss how events such as war and economy play an important part in our elections.
 * <span style="font-family: Georgia,serif;">I will give a relatable example. If we were to vote on how many people here would want to watch Cartoon Network for 15mintues or Disney Channel.
 * <span style="font-family: Georgia,serif;">What did you base your vote on?
 * <span style="font-family: Georgia,serif;">Relate back to the propaganda that is on T.V. about the candidates.
 * <span style="font-family: Georgia,serif;">Compare propaganda to a commercial of a T.V. show or a movie preview.
 * <span style="font-family: Georgia,serif;">Discuss how in those 30 seconds, can you make a decision on 30 seconds of information?
 * <span style="font-family: Georgia,serif;">Where can you look up valuable information on candidates before voting? (internet, newspapers)
 * <span style="font-family: Georgia,serif;">This type of propaganda usually begins at the primary elections.
 * <span style="font-family: Georgia,serif;">Primary elections are one way that political party nominates candidates.
 * <span style="font-family: Georgia,serif;">Name some political parties.
 * <span style="font-family: Georgia,serif;">The basic types of elections in the United States are the primary and general elections, every two years. With the exception of the Presidential election that happens every four years.
 * <span style="font-family: Georgia,serif;">What happens first? Primary or general elections? (primary)
 * <span style="font-family: Georgia,serif;">What can you think of that affects your lives everyday that the American people voted on? (education, property, taxes, school funding, teachers)
 * <span style="font-family: Georgia,serif;">I will mention how important these topics are and how strongly they affect the lives of everyone.
 * <span style="font-family: Georgia,serif;">I will then move the topic back to the voting methods used by going over how the voting process begins.
 * <span style="font-family: Georgia,serif;">Now what kind of methods of voting did they use in the past?
 * <span style="font-family: Georgia,serif;">Who could or couldn’t vote?
 * <span style="font-family: Georgia,serif;">Students will recollect what they know from the history of voting.
 * <span style="font-family: Georgia,serif;">Since the 1970s the voting style has change drastically.
 * <span style="font-family: Georgia,serif;">I will discuss who can vote today. (almost everyone but non-American citizens & felons)
 * <span style="font-family: Georgia,serif;">What type of voting do you think goes on today? (Paper and pen, digital, computer)
 * <span style="font-family: Georgia,serif;">I will show pictures of voting ballots and how they use to be collected from the 1970s till the year 2010.
 * <span style="font-family: Georgia,serif;">I will pass out a Venn Diagram and students will compare and contrast, within a group, the voting methods of the past (later than the 1970s) to the present (1970s-2010). (See Portfolio Point Sheet for breakdown of expectations.)
 * <span style="font-family: Georgia,serif;">I will conclude the lesson by asking: What type of voting methods do you think the future will hold?
 * <span style="font-family: Georgia,serif;">I will tell the students that their homework assignment for the next day is to take one of the dates, that I will provide, and look up voting information. The students will need to bring the information back and be ready to explain it to the class and paste it on our timeline. ||
 * **<span style="font-family: Georgia,serif;">Resources/Materials: ** || * <span style="font-family: Georgia,serif;">Pictures and artifakes of ballots from past elections
 * <span style="font-family: Georgia,serif;">Videos of candidate commercials
 * <span style="font-family: Georgia,serif;">Examples of propaganda used during elections (buttons, pictures, newspapers)
 * <span style="font-family: Georgia,serif;">Venn Diagram worksheets
 * <span style="font-family: Georgia,serif;">Portfolio Point Sheet
 * <span style="font-family: Georgia,serif;">Designated dates that the students will look up for homework ||
 * **<span style="font-family: Georgia,serif;">Assessments: ** || <span style="font-family: Georgia,serif;">Pre-Assessment:
 * <span style="font-family: Georgia,serif;">Informal assessment – having the students discuss what they have learned the previous day relating to the history of voting and writing it on the board.
 * <span style="font-family: Georgia,serif;">Portfolio Point Sheet
 * <span style="font-family: Georgia,serif;">Designated dates that the students will look up for homework ||
 * **<span style="font-family: Georgia,serif;">Assessments: ** || <span style="font-family: Georgia,serif;">Pre-Assessment:
 * <span style="font-family: Georgia,serif;">Informal assessment – having the students discuss what they have learned the previous day relating to the history of voting and writing it on the board.
 * <span style="font-family: Georgia,serif;">Informal assessment – having the students discuss what they have learned the previous day relating to the history of voting and writing it on the board.
 * <span style="font-family: Georgia,serif;">Students will fill out a Venn Diagram where they compare the differences in voting from the past to the present. ||
 * **<span style="font-family: Georgia,serif;">Exceptionalities: ** || <span style="font-family: Georgia,serif;">ESOL/SLD:
 * <span style="font-family: Georgia,serif;">Cooperative learning within small groups
 * <span style="font-family: Georgia,serif;">Using relatable information to promote prior knowledge
 * <span style="font-family: Georgia,serif;">Defining new vocabulary words
 * <span style="font-family: Georgia,serif;">Giving enough wait-time
 * <span style="font-family: Georgia,serif;">Bring in books that relate to the topic
 * <span style="font-family: Georgia,serif;">Bring in books that relate to the topic
 * <span style="font-family: Georgia,serif;">Higher order thinking questions
 * <span style="font-family: Georgia,serif;">Have mixed ability groups ||
 * **<span style="font-family: Georgia,serif;">Discussion Notes: ** || <span style="font-family: Georgia,serif;">Homework will be a specific time period in American history where the student will need to find information on what voting related instances where occurring. The students bring the information back to class in order to complete a class timeline. The activity will, in some cases, require the assistance of parents in order to gain access to the internet or library. ||
 * **<span style="font-family: Georgia,serif;">Discussion Notes: ** || <span style="font-family: Georgia,serif;">Homework will be a specific time period in American history where the student will need to find information on what voting related instances where occurring. The students bring the information back to class in order to complete a class timeline. The activity will, in some cases, require the assistance of parents in order to gain access to the internet or library. ||