Goals and Objectives
Goal: To have students understand the role of the Electoral College and decide whether or not it provides for a truly democratic process in the choosing of new presidents.
Objective: Have students debate against one another on the validity of the Electoral College.
Goal: To have students understand the role of the Electoral College and decide whether or not it provides for a truly democratic process in the choosing of new presidents.
Objective: Have students debate against one another on the validity of the Electoral College.
California State Standard
12.4 Students analyze the unique roles and responsibilities of the three branches of government as established by the U.S. Constitution.
12.4.4 Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers.
12.4 Students analyze the unique roles and responsibilities of the three branches of government as established by the U.S. Constitution.
12.4.4 Discuss Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers.
Common Core State Standards
CCSS.ELA-Literacy.RH.11-12.9
Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
CCSS.ELA-Literacy.WHST.11-12.9
Draw evidence from informational texts to support analysis, reflection, and research.
CCSS.ELA-Literacy.RH.11-12.9
Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
CCSS.ELA-Literacy.RH.11-12.9
Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
CCSS.ELA-Literacy.WHST.11-12.9
Draw evidence from informational texts to support analysis, reflection, and research.
CCSS.ELA-Literacy.RH.11-12.9
Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
Driving Historical Question
Should we abolish the Electoral College, or is it a necessary part of the presidential election process?
Vocabulary
Throughout the lesson introduction and lecture, students will be given a vocabulary list and expected to fill in the corresponding terms with their matching definitions.
Throughout the lesson introduction and lecture, students will be given a vocabulary list and expected to fill in the corresponding terms with their matching definitions.
Lesson Introduction
Students will read an excerpt on the Electoral College, and then complete a Quickwrite on whether or not they believe the Electoral College is needed in the presidential election process. The excerpt gives a brief summary of some of the pros and cons of the Electoral College.
http://uselectionatlas.org/INFORMATION/INFORMATION/electcollege_procon.php
Students will read an excerpt on the Electoral College, and then complete a Quickwrite on whether or not they believe the Electoral College is needed in the presidential election process. The excerpt gives a brief summary of some of the pros and cons of the Electoral College.
http://uselectionatlas.org/INFORMATION/INFORMATION/electcollege_procon.php
Content Delivery (Lecture)
After their Quickwrite, students will be given a short lecture on the Electoral College and will be provided with useful background information that they can use in the upcoming debate. The teacher will lecture on the role of the Electoral College and explain why it is important to the presidential election process.
After the lecture, the teacher will prep students on the upcoming debate. The teacher will provide students with a breakdown of instructions and provide them with the rubric that will be use to grade them during the debate.
After their Quickwrite, students will be given a short lecture on the Electoral College and will be provided with useful background information that they can use in the upcoming debate. The teacher will lecture on the role of the Electoral College and explain why it is important to the presidential election process.
After the lecture, the teacher will prep students on the upcoming debate. The teacher will provide students with a breakdown of instructions and provide them with the rubric that will be use to grade them during the debate.
Student Engagement
Students will participate in a debate on the necessity of the Electoral College. Using the information they garnered from both the excerpt and the teacher’s lecture, they will choose a stance on the given topic and defend it. On one side, students will argue that the Electoral College is a necessary piece of the presidential election and that its role is crucial in presenting a representative vote. The other side will argue that the Electoral College does nothing but take away the meaning of the people’s vote.
The teacher will facilitate the debate by asking students a series of focused debate questions, which they will then debate over for a given period of time.
Each student will be provided with a graphic organizer to use during the debate. they will also be given the rubric so that they know exactly what they're being graded on. this will allow them to prepare ahead of time.
Students will participate in a debate on the necessity of the Electoral College. Using the information they garnered from both the excerpt and the teacher’s lecture, they will choose a stance on the given topic and defend it. On one side, students will argue that the Electoral College is a necessary piece of the presidential election and that its role is crucial in presenting a representative vote. The other side will argue that the Electoral College does nothing but take away the meaning of the people’s vote.
The teacher will facilitate the debate by asking students a series of focused debate questions, which they will then debate over for a given period of time.
Each student will be provided with a graphic organizer to use during the debate. they will also be given the rubric so that they know exactly what they're being graded on. this will allow them to prepare ahead of time.
Lesson Closure
Once the debate has finished, students will write a “letter” to the House of Representatives explaining why they believe the Electoral College should or should not remain in place. Once they have finished, they will raise their hand and the teacher will stamp their letter for completion.
Once the debate has finished, students will write a “letter” to the House of Representatives explaining why they believe the Electoral College should or should not remain in place. Once they have finished, they will raise their hand and the teacher will stamp their letter for completion.
Assessment
Formative:
- Quickwrite
- Class Debate
Summative:
- Letter to the House of Representatives (Exit Slip)
Formative:
- Quickwrite
- Class Debate
Summative:
- Letter to the House of Representatives (Exit Slip)
Accommodations for Students with Special Needs
English Learners will be provided with guided notes for the lecture. This will add structure and direction to any notes they wish to take during the lecture. Any students who require it will also be provided with the debate questions in advance so they can look over the questions and prepare a stance beforehand. This way, they will come into the debate with added confidence and be more likely to participate.
English Learners will be provided with guided notes for the lecture. This will add structure and direction to any notes they wish to take during the lecture. Any students who require it will also be provided with the debate questions in advance so they can look over the questions and prepare a stance beforehand. This way, they will come into the debate with added confidence and be more likely to participate.