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    6 Primary Elections Lesson Plan

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    1) The lesson plan introduces 8th grade students to the concept of primary elections through discussion and an interactive mock primary election activity. 2) Students analyze the impacts of open versus closed primary systems by participating in a mock primary where they vote based on assigned ideological positions. 3) The teacher reflects that engaging students more actively earlier through the mock primary would have been better than initial straightforward instruction on elected offices.

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    6 Primary Elections Lesson Plan

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    api-491671554
    97 views4 pages
    1) The lesson plan introduces 8th grade students to the concept of primary elections through discussion and an interactive mock primary election activity. 2) Students analyze the impacts of open versus closed primary systems by participating in a mock primary where they vote based on assigned ideological positions. 3) The teacher reflects that engaging students more actively earlier through the mock primary would have been better than initial straightforward instruction on elected offices.

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    1) The lesson plan introduces 8th grade students to the concept of primary elections through discussion and an interactive mock primary election activity. 2) Students analyze the impacts of open versus closed primary systems by participating in a mock primary where they vote based on assigned ideological positions. 3) The teacher reflects that engaging students more actively earlier through the mock primary would have been better than initial straightforward instruction on elected offices.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    97 views4 pages

    6 Primary Elections Lesson Plan

    Uploaded by

    api-491671554
    1) The lesson plan introduces 8th grade students to the concept of primary elections through discussion and an interactive mock primary election activity. 2) Students analyze the impacts of open versus closed primary systems by participating in a mock primary where they vote based on assigned ideological positions. 3) The teacher reflects that engaging students more actively earlier through the mock primary would have been better than initial straightforward instruction on elected offices.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 4

    Teacher Candidate's Name: Karl ‘Alec’ Schoettle

    Lesson Plan Template: Backward Planning


    Unit Title: Civics
    Lesson Title: How do primary elections work?
    Content: Explanation of primary elections, quick view of elected offices and offices that have
    primaries
    Grade/Level: 8th
    Date of Lesson: 3/3/2020
    Length of lesson: 50 min

    Alignment CCSS for ELA/Math


    to
    Objectives (or MLR and/or Next Gen Science for other content areas)
    MLR for Social Studies; Grades 6-8; Civics and Government 1; (F1) Explaining that the study of government
    1,2
    includes the structures and functions of government and the political and civic activity of citizens.
    MLR for Social Studies; Grades 6-8; Civics and Government 3; (F1) Explaining basic civic aspects of historical
    2
    and/or current issues that involve unity and diversity in Maine, the United States, and other nations

    Essential Question(s)
    Why do we have primary elections?
    How do elections and primaries work?

    Objectives and Assessments


    Objective Objective(s) (Number each objective.) Assessment(s) for Each Objective
    Number (In parentheses, mark each I for
    informal or F for formal.)
    1 Students learn the basics about American elections (I) Class discussion
    2 Students analyze the use and potential impacts of primary elections (I) Class discussion

    Necessary Prior Knowledge/Skills (Describe where/when/how each has been learned.): This is
    intended to be a fairly basic introduction to US elections. Students will hopefully have some basic
    background information on elections in the US and what positions we elect people to. They should
    also at least be aware of the existence of primary elections, which is likely as this class is taking place
    on ‘Super Tuesday’ and Maine, along with many other states, will be holding the Democrat’s
    presidential primaries.

    Alignment Instructional Components


    to What Teacher Does What Students Do
    Objectives
    Review last class Listen/discuss last class
    Ask - Today is Super Tuesday. What is Answer question, hopefully start discussion of
    1
    Super Tuesday? primary elections
    1 Explain the basics of what a primary election is. Listen, take notes
    Put up a diagram on the board of elected

    EHD 498/CHF 424


    offices, showing which ones hold primary
    elections.
    Ask students who is running in the Name candidates running for the Democratic
    1 current primary. Write answers up on presidential nomination
    the board, add names only as needed
    Mock primary based around a single Participate in activity. Hopefully there should
    issue, a fairly ridiculous version of be some pretty good responses to the
    ‘school reform’ - assign roles to ridiculous scenario. This should help to get
    students. Student on the (class’s) far students to think about the reality of the
    left wants schools to be chant circles situation in this country when independents
    where students learn through aren’t allowed to vote in primaries.
    meditation. Student on the far right
    wants silence, obedience, textbooks
    and corporal punishment for the most
    minor infractions. Two other students
    are running on more sensible platforms
    1,2 in the middle.

    Also assign ridiculous beliefs to the


    people sitting near the ‘candidates’ at
    the extremes. Who would the class like
    to elect as our candidates from each
    side who will make it to the general
    election? What actually happens if we
    don’t allow anyone in the middle to
    vote in the primary and only the
    students with the (assigned)
    ridiculously biased beliefs get to vote?
    Ask - How do we like our choices for Answer question, consider/debate the
    1,2 the general election under this kind of difference between open and closed primaries
    system?

    Links to Technology: N/A

    Materials and Supplies: Whiteboard & markers

    Accommodations/Adaptations/Differentiation: Parts of this lesson will be taught both orally and


    visually, so that should help to reach students of different learning styles. This class will also feature
    an activity that will involve the students and so hopefully help them to understand more directly the
    material being covered.

    Maine Common Core Teaching Standards (MCCTS) (Check those that are part of this lesson.):
    Check only those that are part of the lesson plan, not those that are part of lesson implementation.

    EHD 498/CHF 424


    The Learner and Learning Instructional Practices
    X S1 Learner Development X S6 Assessment
    X S2 Learning Differences X S7 Planning for Instruction
    X S3 Learning Environments X S8 Instructional Strategies
    Content Professional Responsibility
    S9 Professional Learning and Ethical
    X S4 Content Knowledge
    Practice
    X S5 Application of Content S10 Leadership and Collaboration
    Technology
    S11 ISTE Standards.T

    Reflection about teaching of lesson: What went well? What would you change and why? What
    evidence do you have that students learned? Based on assessment results, what are the logical next
    steps in your planning for teaching and learning?

    Overall I thought that this lesson went well, but still left something to be desired. I
    spent a fair amount of time at the beginning of the class covering elected offices; we had already
    discussed the importance of voting (especially in local elections) as a part of the first class of this unit.
    Some sections seemed to be somewhat interested in this, others were pretty bored. All of the
    sections were interested when we started doing the mock primary. I think that it would probably
    have been more effective to have cut out some of the discussion of elected offices earlier in the class,
    done the mock primary sooner, and then tried to transition from this into something else that
    covered elections and kept the momentum from the mock primary.
    I do think that the students learned from it though. The mock primary seemed to go a
    great job of engaging the students, and I think that they learned about elections, primaries and
    political bias through the lesson. The next lesson will however not be a continuation of this, as I am
    reaching the end of my available time for this unit. The next two lessons will be an activity that will
    serve as a final assessment for this unit.

    If this lesson plan documents Application of Content (critical thinking, creative thinking, and/or
    problem solving), respond to the following:
    ⮚ Why was critical thinking and/or creative thinking and/or problem solving appropriate to this
    lesson? (i.e., How does this lesson fit into a larger unit of which it is part? How does the higher
    order thinking help students to make connections among concepts and/or engage in
    examining differing perspectives?)

    Critical thinking was a part of this lesson as students were being invited to analyze the
    structure and results of primary elections, both open and closed primaries.

    If this lesson plan documents Technology, respond to the following:


    ⮚ In a list of a minimum of five bullets, show your key beliefs about technology’s role in teaching
    and learning. (Base your list primarily on the highlighted ISTE-T performance indicators in the
    resource that accompanies this assignment.) Consider the role of technology for both the
    learner and the teacher. In what ways does the lesson plan that includes technology address
    some of these key beliefs?

    EHD 498/CHF 424


    EHD 498/CHF 424

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