Goals & Objectives - Voters, Voter Behavior, Campaigns ...



Ivan LuvianoVoters, Voter Behavior, Campaigns, Elections ‖ Should the Electoral College Be Abolished DBQ Primary SourcesGoals & ObjectivesGoals: AStudents will understand how the number of electoral votes per state is recalculated after each ten year census. Goals: BStudents will understand the winner-take-all method of allocating electors to gain traction in presidential campaigns.Goals: CStudents will understand how the functions of the Electoral College helps to build consensus and thus makes governing easier in elections. Goals: DStudents will understand how the allotment of electoral votes favors some states over others during the presidential elections. Goals: E Students will understand how the Electoral College is a useful tool in maintaining the two party system, which is a defense against splintering of the electorate. Goals: FStudents will understand how opponents describe the electoral college as undemocratic when the deciding the presidential election in the house of representatives. Goals: GStudents will understand how the goals of an election is to reflect the will of the people, even though elections via the Electoral College do not always meet that goal. Document A: Electoral Votes by State (map)Students will read and work through DBQ Document A analysis questions on the DBQ titled “The Electoral Vote by State” with data that will be used to explore how a candidate can put together a winning strategy. Document B: 1980 and 1992 Presidential Elections ChartStudents will read and work through DBQ Document B analysis questions using the 1980 and 1992 Presidential Elections (Chart) to describe the results of the popular and electoral vote in the two elections. Document C: A Political Scientist and A SenatorStudents will read and answer through DBQ Document C analysis questions titled “A political Scientist and a Senator” and compare and contrast two primary source documents in writing considering whether: the electoral college helps preserve the federalist structure or instead that inefficiency of elections is actually a positive thing.Document D: Population and Electoral Votes (chart)Students will read and complete DBQ Document D analysis questions titled “Population and Electoral Votes (Chart)” to write about how the fundamental principle of political equality is being violated by the Electoral College with unequal votes. Document E: An Historian and a Political PunditStudents will read and answer DBQ Document E analysis questions titled “An Historian and a Political Pundit” to write about how the Electoral College helps build national consensus and encourage moderation and coalition building. Document F: Electoral Vote TieStudents will read and answer DBQ Document F analysis questions titled “Electoral Vote Tie” which prompts students to write how the popular vote voters were- to respond if the house of representatives were to decide the outcome of a presidential election. Document G: Four Presidential Elections (chart)Students will read and answer DBQ document analysis questions in Document G titled “Four Presidential Elections (chart)” to write about how there have been four times in American History where the candidate with the most popular votes did not become president: 1824, 1876, 1888, 2000. California State Content Standards 12.6 Students evaluate issues regarding campaigns for national, state, and local elective offices. 12.6.6 Analyze trends in voter turnout; the causes and effects of reapportionment and redistricting, with special attention to spatial districting and the rights of minorities; and the function of the Electoral mon Core Literacy StandardsCCSS.ELA-Literacy.RH.11-12.9Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among SS.ELA-Literacy.WHST.11-12.1.bDevelop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience's knowledge level, concerns, values, and possible biases.Driving Historical QuestionShould the Electoral College be abolished?Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge) ‖ Time: 10 minThe purpose of the hook exercise (introduction activity with primary source) is to create some initial interest in the DBQ unit with critical thinking skills, using a voting situation that may have significance to students which is electing a winner on a televised talent show. Students will be organized into pairs or small groups. The teacher will read the hook exercise aloud. The teacher will allow students about five minutes to talk through the options and make their decision about “what makes an election fair”. The teacher will ask students which voting method they choose, how it would work, and why they selected it. The options I would give students are: (1) what are some of the advantages for each voting system? and (2) What are some of the disadvantages for each voting system? Vocabulary (Content Language Development) ‖ Time: 10 minStudents will be introduced to six bold face terms in an essay reading. The vocabulary will be pre-taught by the teacher.1.) Direct popular vote2.) Electoral College3.) Slate 4.) electors5.) Winner-take-all6.) MajoritySince vocabulary and reading are related the more vocabulary a students know the better the reading comprehension. The strategy the teacher will use for scaffolding students work through text with unfamiliar words and content specific vocabulary is through word parts. The teacher will teach students to break words into their meaningful parts. In this manner students will acquire the skill needed to work through unfamiliar vocabulary in the context clues when reading the background essay where vocabulary is first introduced. Content Delivery (Method of Instruction) ‖ Time: Day two 45 minThe DBQ title” Should The Electoral College Be Abolished” is intended to teaching students to become better analytical thinkers. The target will be thoughtful answers from students. The DBW requires two to five class sessions to complete depending on student background knowledge with the DBQ process. Students can also continue working on the DBQ for homework which includes: reading the background essay, analyzing the documents, writing the analytical essay. The background essay titled “Should the Electoral College Be Abolished” provides a context for this DBQ. The Background essay also includes a timeline and 6 bold faced vocabulary words intended to grounding the questions in place on the background essay.The document difficulty is the same throughout all 7 primary source documents and teacher scaffolding support will be given to guide all DBQ exercises. The DBW will include inquiry based learning given that there are going to be document analysis questions for 7 primary source documents throughout the DBQ. The DBQ will look at the question of whether it’s time to abolish the Electoral College. The 7 primary source documents of the DBQ are: Document A: Electoral Votes by State (map)Document B: 1980 and 1992 Presidential Elections ChartDocument C: A Political Scientist and A SenatorDocument D: Population and Electoral Votes (chart)Document E: An Historian and a Political PunditDocument F: Electoral Vote TieDocument G: Four Presidential Elections (chart)There are a total of 6 steps to the DBQ Lesson Plan “Should The Electoral College Be Abolished”. They are:Stage One: HookThe purpose is to get students engaged, talking, and wanting to do the DBQ.Stage Two: Background EssayThe teacher will read aloud the background essay to provide a historical context for the DBQ reviewing key ideas with students about “Should the Electoral College Be Abolished”.Stage Three: Understanding the Question and Pre-bucketingThe task of recognizing and defining key words in the analysis question is a crucial habit of mind. The second task of pre-bucketing based on clues in the analysis question and in document titles is a huge categorization skill. Stage Four: Document Analysis The teacher will complete all primary source documents with the whole class, modeling the kind of detail that is expected in student answers to the document analysis questions. Stage Five: Bucketing and Chicken FootTeacher will have students complete the bucketing and chicken foot work page. This stage will help students clarify their thesis and road map/chicken foot. Stage Six: From Thesis to Essay WritingStudents will fill out an Outline Guide Sheet or write their multi-paragraph essay.The teacher will do a lot of modeling for students as they go through the DBQ. I will be projecting the images of the documents under document analysis which are the chart, timelines, maps, pie charts, primary source written samples, as well as visuals from the cover sheets and the hook exercises. I will model for students how to analyze each document using the long form document analysis sheet included in the lesson. I will scaffold students to develop in them the abilities to fill out a long form document analysis sheet where students will pay attention to the worksheet windows. If any one of the primary source documents is causing students trouble, I will gather the classes attention and provides hints, but I will let the majority of discovery come from the students. I will also coach document analysis skills when students are either working in triads, pairs, or individually. The teacher will move from group to group, helping students move past obstacles, suggesting ideas from teacher expertise and notes, and validating student’s success. Student Engagement (Critical Thinking & Student Activities) ‖ Time: 15 minStudents will analyze and interact with the seven primary sources of the DBQ just mentioned, using strategies such as the collection strategy (DBQ primary source document analysis), organization strategy (timeline), and communication strategy (read aloud, think-pair share,) throughout all the DBQ exercises. The teacher will scaffold with questions from the background essay and the primary source documents built directly into the DBQ. Also included in the DBQ is an essay organizational tools including pre and post bucketing, the chicken foot, and an essay outline. The teacher will read aloud the background essay to provide a historical context for the DBQ reviewing key ideas with students about “Should the Electoral College Be Abolished”. The background essay questions will be scaffolded with an after reading strategy for all students. The document analysis questions in each primary source document draws student’s attention to critical words, prompting students to use context clues to make inference as to the word’s meaning. Students will complete homework which will include pre-reading and analyzing all remaining primary source documents and they will also be ready to answer all the analysis questions that follow. In Discussion of Documents, students will work in pairs or triads and will discuss the answers to the document analysis question after reading the documents for homework. Students will add to their answers to the analysis question for each primary source document based on group collaboration. After 5 minutes, the teacher will lead a discussion of the primary source document prompting class participation. Students and the teacher will proceed to the consecutive document and repeat this process. Lesson Closure ‖ Time: 15 minThe lesson closure will be the teacher (describing a procedure) on how to understand the analytical question and pre bucketing. Firstly, in “Understanding the Question” the teacher will scaffold students understanding of the analytical question asked by the DBQ which is “Should the Electoral College Be Abolished”. Secondly the teacher will also scaffold students to consider the terms in the question need to be defined which are the words: “electoral college” and “abolished”. Thirdly the teacher will scaffold students to rewrite the question in their own words: “Should we do away with the indirect method of electing the president that is currently in use”?For the pre-bucketing activity, as students suggest their bucket labels, the teacher will draw bucket sets on the board. At this stage, students are simply looking for generic labels that provide a framework for organizing the summative DBQ essay they will be writing. The teacher will instruct students to pre-bucket in two steps which are: first step- first bucket “Reasons for Abolishing “Electoral College”, second bucket “Reasons for Keeping Electoral College”; second step- first bucket “Reason #1 for abolishing/keeping, second bucket “Reason #2 for abolishing/keeping, and “Reason #3 for abolishing/keeping”. Assessments (Formative & Summative)Formative AssessmentAfter students read through stage two Background Essay, I will formatively assess students reading comprehension and writing composition with background essay questions. This formative assessment embeds the background essay questions which is intended for students to build background knowledge so they can understand the primary source documents better when they get to that step. This type of formative assessment is an important aspect of literacy instruction to build students contextual understanding of the cultural and historical setting. The teacher will scaffold students throughout the background essay to have them develop a deeper understanding of the primary source documents, and based on how students respond in writing to the background essay questions, the teacher will see how students have progressed with the instructional strategies used. The formative assessment chicken foot will measure how students develop a clear thesis and a structure for developing that thesis. After the formative chicken foot assessment, the teacher can then proceed to guide students how to convert their framework into a thesis/road map sentence. The post reading strategy that will be supplemented as a scaffold technique is called a post reading strategy called Digging Deeper Graphic organizer which formatively assesses how students are constructing meaning from the text by visually organizing their thinking. It’s a visual guide for building deeper meanings from the primary source documents. Summative AssessmentThe Summative Assessment is students constructing their essay writing for the prompt “Should the Electoral College Be Abolished”. The guidelines that students will include areParagraph #1: grabber, background, restating the question with the terms defined, and thesis and road map. Paragraph #2: Baby thesis, evidence, and argumentParagraph #3: Baby Thesis, evidence, and argumentParagraph # 4: Baby Thesis, evidence, argumentParagraph #5: ConclusionWhen students write their essay writing the chicken foot and essay outline will prepare students to complete all five paragraphs to their DBQ essay. The grabber is brainstormed by students and it’s a starting point for them to begin writing their essay. Students background information will be short and mention time, place, and storyline. A restatement of the question in the student’s own words better assures an understanding of the question. Students will write the thesis (Chickenfoot/road map) as a position statement that answers the question and that the essay will need to support with evidence and argument. The baby thesis begins the paragraph as a position statement. The evidence is drawn from the documents and supports the claim made by the baby thesis. The argument finishes this sentence as: “The given evidence supports the claim of the baby thesis because….”. In the conclusion of the essay, it will contain two or three criteria: an optional although statement, a summary of key argument, an explanation of why this question is important today. Documentation information students provide in their essay is an important part of demonstrating to the teacher their critical thinking. It will enable students to back up their claims with evidence. Students will include citations and parenthetical references in their DBQ essay. Accommodations for English Learners, Striving Readers and Students with Special Needs- Pre-teaching the six bold faced vocabulary words in the Background Essay will help ELL. - - Pre-teaching is a good ELL and Striving reader’s strategy which is adequate given the six vocabulary words from the context of the background essay. - The teacher reading aloud to students is another ELL and striving readers strategy that augments even more the understanding of vocabulary terms. - Digging Deeper Graphic organizer constructs meaning for ELL from the primary source text by visually organizing their thinking. It’s a visual guide for building deeper meanings from the primary source documents. There is a post reading strategy that will be supplemented as a scaffold technique which will benefit English learners and striving readers, as well as students with special needs.- The chicken foot activity is a great opportunity for English learners and striving readers to students develop a clear thesis and a structure for developing that thesis. - The teacher makes accommodations to guide students how to convert their framework into a thesis/road map sentence. - The document analysis is fitting for students with special learning needs such as GATE students. These students with special learning needs will be asked to come forward and present their assigned document(s) to the class. Their presented materials will be assigned primary source documents that they will explain to the class.Resources (Books, Websites, Handouts, Materials)Document A: Electoral Votes by State (map)Document B: 1980 and 1992 Presidential Elections ChartDocument C: A Political Scientist and A SenatorDocument D: Population and Electoral Votes (chart)Document E: An Historian and a Political PunditDocument F: Electoral Vote TieDocument G: Four Presidential Elections (chart)DBQ Lesson Plan “Should the Electoral College Be abolished”Chicken FootDBQ Essay Outline GuidePre-bucketingEssay RubricHigh Scaffold Writing FormDocument Analysis Sheet Long Form IDigging Deeper Graphic organizer ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download