Group1

=**Group 1 Unit Plan**= Randall Fullington Sarah Swain Richards Seth Richards ||
 * **Unit Author(s)** ||
 * Group Member Name(s) ||
 * Matthew Cobb
 * Matthew Cobb
 * **Unit Overview -** This unit will cover the basic presidential election format. ||
 * **Unit Title -** The Presidency and the Election Process ||
 * **Unit Summary -** In this unit we will cover objectives and standards that pertain to the Presidential election process and future term of office for our U.S. President. This unit will include the steps a candidate must take in order to become the elected President, the steps that citizens in the U.S. must take in order to elect their President, and the historical role and duty of the Presidency itself. ||
 * **Subject Area -** Civics ||
 * **Grade Level -** 7th Grade ||
 * **Approximate Time Needed -** 5 – 60 minute class periods ||
 * **Blog Space**: http://edt574unit1.blogspot.com ||
 * **Unit Foundation** ||
 * **Targeted Content Standards and Benchmarks**
 * **Subject Area -** Civics ||
 * **Grade Level -** 7th Grade ||
 * **Approximate Time Needed -** 5 – 60 minute class periods ||
 * **Blog Space**: http://edt574unit1.blogspot.com ||
 * **Unit Foundation** ||
 * **Targeted Content Standards and Benchmarks**
 * **Approximate Time Needed -** 5 – 60 minute class periods ||
 * **Blog Space**: http://edt574unit1.blogspot.com ||
 * **Unit Foundation** ||
 * **Targeted Content Standards and Benchmarks**
 * **Unit Foundation** ||
 * **Targeted Content Standards and Benchmarks**
 * **Targeted Content Standards and Benchmarks**

== == ===Unit Vocabulary Words=== == == Political Party Platform Delegate Nomination Direct Primary Closed Primary Open Primary Polling Place Ballot Return Exit Poll Electorate Electoral College Incumbent Electoral Vote Popular Vote == == == == ==Social Studies/Civics:== The Presidency and the Election Process will be used to display a wide range of teaching skills. The process for Presidential preparedness, beginning with the election process and Presidential duties, allows all subjects to be integrated into an interrelated unit. Many elements cross curriculum standards for the election process to be completed. Social Studies, Math, Science, and Language Arts are all displayed throughout the election process and the following Presidential term. The historical perspective of the Presidential Election, deals with past trend setting, as well as constitutional laws and requirements. Many qualifications are required, in order to be considered for Presidential candidacy. The election process is a complex system, made up of campaining, party affiliation, and assumed responsibilities for the Presidency in relation with the roles of members of Congress (House & Senate.) The Executive Departments often supplement the U.S. President on issues dealing with our nation.Course of Study Correlation 7th grade Civics:


 * **COS 3A** - Identify major offices and office holders of state and local governments.
 * **COS 4-C** - Compare the duties and functions of the Executive Branch.
 * **COS 4C** - Explain the concept of checks and balances among the 3 branches of the Federal goverrnment.
 * **COS12B** - Participating in the political process.

The students will be placed into groups. Each group will use the Internet to research the main issues involved in a political debate such as the current welfare system, health care benefits for the elderly, social security, abortion and of course the war in Iraq. The students will research both sides of each issue. During the research process the students will be taking notes; summarizing; organizing the information they research. I will set up a debate blog where I will pose these political questions and the students will respond based on the belief system they have reinforced while researching the various issues. The daebate will carry over into the classroom where each group will take turns selecting representatives who will come to the front of the room and mock an actual presidential debate between candidates. Students will assigned one issue that they have been researching and use desktop publishing software to create a brochure that will attempt to persuade people with aposing views to change their mind. The research process will continue by researching the beliefs and values of the actual presidential candidates. If possible I would set up an interview using Skype with the Alabama Speaker of the House so the students can get his opinion on the various Presidential candidates. We will conclude the project by writting a paper that corresponds to a presentation that explains who they would vote for if the could vote and most importantly why they would cast their vote for a particular candidate. THis projest will meet many of the Language Arts course of study objectives. Course of Study Correlation 7th grade Language Arts:
 * Math:**The math portion of the unit will focus on the electoral college process and the mathematics involved in the number of votes each state and the District of Columbia receives and why. The mathematics involved in this process will be used to cover topics such as ratios, percents, unit rates, and proportional reasoning. Students will begin by researching the electoral college on the Internet in a cooperative learning activity that requires students to identify specific facts about electoral college votes and to answer critical thinking questions using information they receive from their research along with their own reasoning. Students will use what the numerical information they gather in this activity throughout the remainder of the unit to study the math concepts mentioned previously. Students will explore different ratios such as those comparing one state's allowed electoral votes to another's and will also examine unit rates such as a state's population per electoral vote. Students will also determine percents such as the percentage of a state's allotted electoral votes out of the entire amount of electoral votes. These percentages will then be compared to the percentages of state populations out of the entire population of the United States. Students will then use these comparisons to draw conclusions regarding any relationship that exists between population and number of electoral college votes. Proportional reasoning will also be used to determine percentage of a state's electoral votes to total electoral votes and also to determine if there is a direct relationship between population and allotted votes.Mathematics Course of Study Standards:
 * **COS 11**- Solve problems involving ratios and rates, using proportional reasoning.
 * **COS 11a** - Determining the unit rate
 * **COS 3c** - Using percents to solve problems
 * Technology Standards:**
 * **Standard 3a** - Students use technology tools to enhance learning.
 * **Standard 5a** - Students use technology to locate, evaluate, and collect information from a variety of sources.
 * **Standard 6a** - Students use technology resources for solving problems and making informed decisions.
 * Science:**The students will collect data from their school population that will classify democratic and republican citizens. They will use the information obtained to determine how many democrats and how many republicans there are in the school. They will also use the information to predict the outcome of the election given the information from their school population. Students will also collect data from the school population that shows what the citizens know about how the Presidential election works. This information will also help the students predict the outcome of the election and give them an opportunity to experiment with issues currently being discussed in the election.The students will be required to interpret their data and place the information in a graph, a table, and a chart.Course of Study Correlation 7th grade Science:
 * **COS 1 – Identify steps within the scientific process.**
 * **COS 1a – The students will apply process skills to interpret data from graphs, tables, and charts.**
 * **COS 1c – The students will identify examples of hypothesis.**
 * Language Arts:**

Why is it important for the United States to: have Political Parties; have Presidential Elections; have citizens that vote? || Secure Library and Computer Lab for Resource and Work days.. Students will research the difference between democratic and rebublican party candidates on their own time over a 3 day period. || The group will conduct a presentaion on their chosen President. || Please see assessment plan and timeline. Completed assignment grading will be based on individual work and group work. || This unit is involving the entire election process. || Basic knowledge on the three branches of U.S. government (Legislative, Executive, Judicial) ||
 * COS 13 - Use study processes to manage information.
 * COS 14 - Conduct project research, individually and collaboratively, utilizing all aspects of the research process.
 * COS 15 - Respond with understanding and empathy to information read, viewed, and heard.
 * COS 17 - Use available computer technology to enhance reading and writing skills.
 * COS 11 - Refine general listening behaviors.
 * COS 12 - Select and indicate preference for sources of information able computer technology to enhance reading and writing skills.
 * COS 20 - Demonstrate effective listening and speaking behaviors for varied situations and purposes.
 * COS 22 - Know and apply principles of grammar and usage in writing, speaking, and presenting and apply mechanics in writing.
 * COS 24 - Use self-monitoring and feedback from peers and teachers to evaluate reading, writing, listening, viewing, studying, and research skills. ||
 * **Student Objectives/Learning Outcomes**
 * Students will be able to describe political parties and politics in the United States.
 * Students will be able to summarize the qualifications for voting in the United States.
 * Students will be able to explain the procedures for running election campaigns.
 * Students will be able to explain the duties of the President. ||
 * **Curriculum-Framing Questions**
 * Why is this area of Civics important for the student to learn?
 * How is this material valuable for students in the present and in the future?
 * Why should the student feel this material is relevent to them? ||
 * **Essential Question**
 * **Student Objectives/Learning Outcomes**
 * Students will be able to describe political parties and politics in the United States.
 * Students will be able to summarize the qualifications for voting in the United States.
 * Students will be able to explain the procedures for running election campaigns.
 * Students will be able to explain the duties of the President. ||
 * **Curriculum-Framing Questions**
 * Why is this area of Civics important for the student to learn?
 * How is this material valuable for students in the present and in the future?
 * Why should the student feel this material is relevent to them? ||
 * **Essential Question**
 * **Curriculum-Framing Questions**
 * Why is this area of Civics important for the student to learn?
 * How is this material valuable for students in the present and in the future?
 * Why should the student feel this material is relevent to them? ||
 * **Essential Question**
 * **Essential Question**
 * **Essential Question**
 * **Unit Questions**
 * What are political parties and how do they effect the United States?
 * Why is voting important and what are the voting qualifications for citizens in the United States?
 * What are the qualifications for being president and how do these qualifications affect the way voters vote?
 * Why are elections important to the United States? ||
 * **Content Questions**
 * Social Studies**
 * What qualifications are needed to be a U.S. President?
 * How are Presidents elected?
 * What are the rules of Presidential Succession?
 * What are the powers assigned to the President by the U.S. Constitution?
 * How does the population differ with the democratic and republican parties?
 * How are the Republican and Democratic parties different based on characteristics.
 * How do political parties nominate and camaign for candidates?
 * What qualifications are needed to vote for a U.S. President?
 * What are the 3 major steps in a Presidential Election?
 * How are the Electoral and Popular "Votes" significant to the Presidential Election process?
 * How can surveying the population help predict the outcome of the election?
 * Why is it important for citizens to know how an election works? ||
 * **Assessment Plan**
 * 1) Students will create a chart of U.S. Presidential Qualifications/ Background / Term of Office/ Election/ Salary and Benefits to organize the structure of the Presidency. (Lesson #1 Activity)
 * 2) Students will create a comparison chart on both the Democratic and the Republican Parties in our two-party system of American politics. (Lesson #2 Activity)
 * 3) Students will analyze the 2000 Presidential Election (Al Gore v. George W. Bush) to determine how the Electoral vote and Popular Votes work in the election process. (Lesson #3 Activity)
 * 4) Students will develop a graphic organizer that sequences the 6 steps involved in the voting process. (Lesson #4 Activity)
 * 5) The class will break up into groups of four to create a group paper with a slide show presentation to display the accomplished duties and powers associated with this specific individual. (Lesson #5 Activity) ||
 * **Assessment Timeline**
 * 1) Activity #1- Chart will be completed during 1 class period.
 * 2) Activity #2- Students will be alloted2 days to research characteristics of Democrats and Republicans.
 * 3) Activity #3- 30 minutes during 1 class period of discussion.
 * 4) Activity #4- Graphic Organize will be completed during 1 class period.
 * 5) Activity $5- 2 days of library research with 2 additional days in the computer lab to create a slide show presentation for the President of choice. ||
 * **Before Project Work Begins**
 * **Assessment Plan**
 * 1) Students will create a chart of U.S. Presidential Qualifications/ Background / Term of Office/ Election/ Salary and Benefits to organize the structure of the Presidency. (Lesson #1 Activity)
 * 2) Students will create a comparison chart on both the Democratic and the Republican Parties in our two-party system of American politics. (Lesson #2 Activity)
 * 3) Students will analyze the 2000 Presidential Election (Al Gore v. George W. Bush) to determine how the Electoral vote and Popular Votes work in the election process. (Lesson #3 Activity)
 * 4) Students will develop a graphic organizer that sequences the 6 steps involved in the voting process. (Lesson #4 Activity)
 * 5) The class will break up into groups of four to create a group paper with a slide show presentation to display the accomplished duties and powers associated with this specific individual. (Lesson #5 Activity) ||
 * **Assessment Timeline**
 * 1) Activity #1- Chart will be completed during 1 class period.
 * 2) Activity #2- Students will be alloted2 days to research characteristics of Democrats and Republicans.
 * 3) Activity #3- 30 minutes during 1 class period of discussion.
 * 4) Activity #4- Graphic Organize will be completed during 1 class period.
 * 5) Activity $5- 2 days of library research with 2 additional days in the computer lab to create a slide show presentation for the President of choice. ||
 * **Before Project Work Begins**
 * 1) Activity #3- 30 minutes during 1 class period of discussion.
 * 2) Activity #4- Graphic Organize will be completed during 1 class period.
 * 3) Activity $5- 2 days of library research with 2 additional days in the computer lab to create a slide show presentation for the President of choice. ||
 * **Before Project Work Begins**
 * **Before Project Work Begins**
 * **Before Project Work Begins**
 * **Before Project Work Begins**
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 * **Instructional Procedures**
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 * Lesson One - Qualifications for Presidency!**
 * Ask students what they think the qualifications are.
 * Go over the qualifications to be president.
 * What are some of the facts we know about the presidents (Ie: All have been white male, all but one was a Protestant Christian, Most won elections before, most have a college education, many have been lawyers, etc.)
 * Go over the salary of the president.
 * Ask students if they think the 3 qualifications are good qualifications: What qualifications do you think should be added.Online Resources:http://www.presidentsusa.net/qualifications.html- Provides a detailed explanation about the qualifications of the U.S. Presidency.http://www.infoplease.com/spot/presday1.html- Provides background history and interesting facts and characteristics of Past United States Presidents.


 * Lesson Two - Political Parties!**
 * Go over the two main political parties: Democrats and Republicans
 * Go over the beliefs of Democrats and Republicans.
 * Give students survey of questions to determine what political affiliation you are. (They should fill it out and then determine what affiliation they are.)
 * Students will then survey the population in their school (They will ask are you a democrat or republican). We will not survey everyone, just a sample survey.
 * Go over what a sample survey is.
 * Students will then take the surveys and determine who is democrat and who is republican. They will make a chart of their findings and predict who the winner of the election would be.http://www.csupomona.edu/~jmvadi/201/political%20parties.html- Provides general characteristic traits of the 2 major parties in politics (Republican and Democrats).


 * Lesson Three - Election Process!**
 * Go over the process it takes to become a president.
 * Students will take the findings from the survey and give a ratio of democrats to republicans, democrats to the population, republicans to the population, and predict how many democrats and republicans there are in the entire school based on the sample.
 * Go over Electoral College and how the votes work.
 * Talk about how the electoral college works.
 * Students will divide their school into sections (grade level) and decide who would win from the survey.http://www.archives.gov/federal-register/electoral-college/faq.html- Determines how the Electoral College came into use in the United States and how Presidential Candidates win a Presidential Election.**Lesson**
 * Lesson Four -Voter Qualifications!**
 * Go over all voter qualifications
 * Students will begin working on paper.http://supreme.justia.com/constitution/amendment-14/92-voter-qualifications.html- Provides a detailed explanation regarding voter qualification requirements.


 * Lesson Five - Duties of the President!**
 * Go over all duties of the president
 * Students will work on paper and be assign dates to present.http://library.thinkquest.org/13506/exec/presnvp.html?tqskip1=1&tqtime=1013- Provides insight into the highest powers of the President and Vice President.http://www.computer.org/portal/site/ieeecs/menuitem.c5efb9b8ade9096b8a9ca0108bcd45f3/index.jsp?&pName=ieeecs_level1&path=ieeecs/volunteer/PPM&file=Article5-Powers.xml&xsl=generic.xsl&- Discusses the Presidential powers and duties found in Article V of the Constitution. ||
 * Accommodations for Differentiated Instruction
 * Accommodations for Differentiated Instruction
 * Accommodations for Differentiated Instruction
 * Accommodations for Differentiated Instruction

Accommodations will be made as stated in the IEP or 504 plan. Modifications may be made including: Students will have access to the Spanish book, workbook, and dictionary. The accommadation list will be followed and will be used as needed. They will have an opportunity to work in collaboration with their ESL teacher on all assignments and tests. || You are a candidate running for classroom president. Create a speech discussing political affiliation, platform, and stance on political issues. || Teacher Edition Civics Book Student Edition Civics Book Computer and Projector ||
 * **Resource Student**
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 * Extra time on assignments and tests.
 * Work in collaboration with the resource teacher. ||
 * **Non-Native English Speaker**
 * **Non-Native English Speaker**
 * **Non-Native English Speaker**
 * **Gifted Student**
 * **Gifted Student**
 * **Gifted Student**
 * **Gifted Student**
 * **Gifted Student**
 * **Materials and Resources Required For Unit**
 * **Materials and Resources Required For Unit**
 * **Materials and Resources Required For Unit**
 * ===Technology – Hardware (Click boxes of all equipment needed)=== ||  ||
 * ===Technology – Hardware (Click boxes of all equipment needed)=== ||  ||
 * ===Technology – Hardware (Click boxes of all equipment needed)=== ||  ||

Computer(s) **X** Digital Camera DVD Player Internet Connection **X** || Printer Projection System Scanner Television || Video Camera Video Conferencing Equip. **X** Other || Desktop Publishing **X** E-mail Software Encyclopedia on CD-ROM || Internet Web Browser **X** Multimedia || Word Processing **X** Other ||
 * Camera
 * Laser Disk
 * VCR
 * Technology – Software **(Click boxes of all software needed.)** ||
 * Database/Spreadsheet
 * Database/Spreadsheet
 * Database/Spreadsheet
 * Image Processing
 * Web Page Development