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NORWELL PUBLIC SCHOOLS |
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Technology-Enhanced Learning Activity Summary |
| Name: Myrla Hersey | School: Norwell Middle School |
| Learning Activity Title: Controversial Presidential Elections | |
| Grade Level(s): 8 | Subject Area: United States History |
| Description of Activity:
What is the learning experience? What will teachers and students do during
the course of the activity? Through what performances or products will
students demonstrate what they know and are able to do? Learning Experience: for the students to understand that not all presidential elections are a cut and dried win for the candidate. The students will gain an understanding of how the electoral process, including the electoral college works within the United States Government. The students are to research controversial presidential elections and report on the assigned election to the class. The teacher will assist the students in understanding the assigned election, answering questions about the individual elections, candidates, and the electoral process. The students will create one of the following products to share the researched information with the class:
The students will also make generalizations and comparisons between the controversial elections the whole class researched. The students will present their final project to the class. Class discussion of controversial elections, comparison. Constitutional amendments, and other historical information will also be part of the discussion. |
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| Technology Standards Addressed: This
learning activity will allow students to develop proficiency in the
following Norwell Public Schools technology standards: 2.0 Word Processing and Publications Skills 3.0 Spreadsheet - Database 4.0 Presentation skills 5.0 Graphical Concepts 6.0 Web and Online Research Skills |
Skills and Concepts
(see Scope and Sequence) 2.0- 2.2, 2.4, 2.7, 2.11, 2.12, 2.13, 2.14, 2.20, 2.21 3.0- 3.3, 3.4, 3.5.5 4.0- 4.1, 4.2.2, 4.3, 4.4, 4.11, 4.12 5.0- 5.11, 5.12, 5.14, 5.15, 5.19, 5.21 6.0- 6.5, 6.6, 6.7 |
| Curriculum Standards:
Which curriculum frameworks, strands, and learning standards does the
activity address? The Formation and Framework of American Democracy USI.14 Explain the characteristics of American democracy, including the concept of popular sovereignty and constitutional government, which includes representative institutions, federalism, separation of powers, shared powers, checks and balances, and individual rights. (H, C) USI.19 Explain the rights and the responsibilities of citizenship and describe how democracy provides opportunities for citizens to participate in the political process through elections, political parties, and interest groups.
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| Materials & Equipment: What
specific software, hardware, websites, handouts, and other printed materials
are involved in this activity? Attachments
included http://www.fairvote.org/e_college/controversial.html http://www.infoplease.com/ipa/A0781450.html http://www.multied.com/index.html http://www.historycentral.com/elections/index.html
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Teacher Tips and Notes:
What strategies are recommended regarding logistics, preparation, classroom
management, or other implementation concerns? This was a great activity for reference as the students moved through American History and understanding how the electoral college, the Constitution and events in history are all intertwined. Students first shared the information in groups who researched the same election. They compared information gathered. The groups then shared information with the entire class. Since this was one of the first research/sharing opportunities for the year, this method of individual/group presentation eased the "stage fright" of some students. More computers were needed for the presentation of PowerPoint projects. More time was needed for individual work with some students on Excel and making pie charts to show percentages of votes. |
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Janet Eskin 8/06 |
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| Clip Art from www.animationfactory.com | ||