EGP 335.

535 Lesson Plan

Dr. Leaman, Spring 2017

Lesson Plan Details Becoming President, Lesson 3, Morgan Cox

Expected Duration (50-60 minutes)
Social Sciences -Civics, History
Concepts
-Becoming a president, you must meet eligibility guidelines
-Fundraising and Campaigning
-Once winning, participating in the Inauguration

Vocabulary and operational definition

Eligibility- meeting the requirements, as to participate, complete or work; qualified
Candidate-a person who applies for a job or is nominated for election
Exploratory-pertaining to or concerned with exploring or investigating
Committee-a person or group of persons elected or appointed to perform some service or
function, as to investigate, report on, or act upon a particular matter.
Fundraise- seek financial support for a charity, cause, or other enterprise
Campaign-work in an organized and active way toward a particular goal, typically a
political or social one
Slogan-a short and striking or memorable phrase used in advertising; a motto associated
with a political party or movement or another group
Inauguration-the formal admission of someone to office; a ceremony to mark the
beginning of something

Skills
-Students will create their own candidate avatar
-Students will discuss the eligibility guidelines and important steps to becoming president
-Students will be able to distinguish between important and nonimportant pieces of
fundraising and campaigning for candidates
-Students will be able to produce campaign speeches, posters and slogans for their
candidate
Goals of Lesson
-To allow students to become informed voters and decision makers
-To allow students to be knowledgeable about the election process in the U.S
-To create eager democratic citizens who feel that they can make a difference
-For students to be able to make a decision informed by personal choice, opinion, needs
and for the common good.
-To learn about campaign strategies and what one involves
-Understanding the steps to running for president and becoming president

Integration of Learning Outcomes/Objectives

1. Students will be able to explain and define the eligibility guidelines for running for
president
2. Students will be able to work with others to create a potential candidate for an upcoming
election
3. Students will be able to explain and describe what presidential campaigns include and
identify important pieces, including speeches, slogans and posters
 4. Students will be able to use their knowledge about Republican and Democratic parties to
create views, speeches, slogans and posters for avatar candidates
5. Students will construct presidential campaign speeches to persuade others and express
opinions of their selected avatar
6. Students will be able to illustrate their avatars views and ideas through posters and
slogans.
7. Students will present their campaign speeches, posters and slogans to the classroom to
illustrate and explain their ideas of a campaign and what would be beneficial to use in a
campaign.
Standards PA Civics, History, Economics, Geography &
Civics and Government -5.2.4.C
-Rights and Responsibilities of Citizenship
Describe the roles of leadership and public service in school, community, state, and
nation.
Civics and Government- 5.3.4.F
-How Government Works
Explain how different perspectives can lead to conflict
Civics and Government - 5.3.4.G
-How Government Works
Identify individual interests and explain ways to influence others.

NCSS Themes I - X with subthemes

- NCSS.1.6 THEME SIX -- Power, Authority, and Governance: Social Studies teachers
should possess the knowledge, capabilities, and dispositions to organize and provide
instruction at the appropriate school level for the study of Power, Authority and
Governance. Teachers of Social Studies at all levels should provide developmentally
appropriate experiences as they guide
- NCSS.1.6.b ...help students to explain the purpose of government and how its
powers are acquired, used, and justified

Anticipatory Set
Students will be brought to the carpet for a classroom discussion. I will start the question
by asking Ok students who remembers the presidential election that just passed?
Thumbs up for yes and Thumbs down for no.
I will then ask Does anyone know who were some of those who ran for president?
Once answered, I will ask Does anyone know how they decided and ran for president?.
After this discussion, I will introduce to the students that for anyone who is interested in
running for president, When someone decides that they want to run for president, there
are steps that they must take to be able to run. First, they must first meet eligibility guide
lines. These are requirements that someone must reach to be able to run for president.
Does anyone have an idea of what some of these requirements many be?
After the discussion, I will then show the students this short clip that discusses the 3
guidelines. https://www.youtube.com/watch?v=oDyrmHMTtEE
(1) Once the video is shown, I will ask the students to identify the 3 guidelines with the
person they are sitting next to. I would like all of you to turn to the person next to you
and tell each other what the 3 eligibility guidelines are for running for president. Please
do so now and you will have two minutes.
(1)Once that is completed, I will have a classroom discussion on the three guidelines. I
will ask What do you think is the most important out of the 3? Do you think there is one
 that shouldnt be in the guidelines? Is there any of guidelines that you think there should
be?
I will then explain that after someone reaches these guidelines. After someone reaches
these 3 guidelines they are eligible to run for president. Even though they have
accomplished this, there are still more steps to becoming president.
(1)I will bring out a large piece of paper with Becoming President written on the top. I
will ask the students, What do they think someone needs to do to become president? I
will write all of the ideas on the piece of paper.
When all the ideas are written, I will discuss the answers and elaborate on any that are
helpful or true. I will allow students to explain their reasoning behind their answers and
explain what they think is important.
While participating in this discussion, I will make sure that Fundraise and Campaign
are places on the sheet. I will discuss these two terms and describe the ideas of candidates
raising money to promote themselves and how they campaign using speeches, posters
and slogans to get others attention and support.

Procedure
1. After discussing Fundraise and Campaign. I will write them large, on a new piece of
paper. I will ask the students What do you think each word means? and give them the
definitions of each.
Fundraise is when you seek financial support for a charity, cause, or other
enterprise. Campaign is when you work in an organized and active way toward a
particular goal, typically a political or social one.
2. I will then ask the students pieces of campaigns, things that presidents use or do to
promote themselves. (If not stated, I will name speeches, posters and slogans)
What do you see, know or think a candidate to be president might do to promote
themselves in a campaign. Is there are tools they may use or things they might do?
3. I will show the students an example of each and describe each.
Speech- https://www.youtube.com/watch?v=p4CJ_dH1zak
Poster- attached to lesson plan
Slogans-attached to lesson plan
4. I will explain to the class, We will be splitting the class up into 2 groups, the Republican
party and Democratic party, for this activity. I want you to use all of your knowledge of
the parties discussed in the earlier lessons, to create a campaign for an candidate youre
your group will be creating.
5. (2)Once the class is split into two and either given Democrat or Republican, I will have
each group grab a computer, go onto http://doppelme.com/ and create their own avatar
that will be their candidate for president.
6. I will explain to the students, I want everyone in your party to have a say in what your
avatar looks like. Please take everyones ideas into consideration and just know this is
your own person and they may look how ever your group decides.
7. (2)Once they each create their own parties avatar, they should be saved and presented on
the computer
8. I will explain to the students what based on their avatar and their political party, as a
group they will be creating a political speech, poster and slogan for their avatar running
for president. Now that you are assigned your political party and you have a candidate,
your group will be creating a campaign for your candidate. I want you to split up
however you feel fit in your group, and create a group to make your candidate a speech,
a group to make your candidate a poster and a group to make your candidate a slogan.
9. I would like the speech to be about 2 paragraphs, the poster should be placed on the
poster board and the slogan should be written on a piece of paper so it can all be
shared.
10. I will present my own avatar. Read the speech I created, present my poster and give my
slogan. This will be an example for students to be given.
11. (2)They will be given paper, pencils, poster board, markers, glue, newspaper, computers,
scissors and glue as tools.
12. Remind the students, Remember that you are using these campaign pieces, to promote
your candidate and ideas that they could bring being president. This is a part of their
steps to becoming president and it will affect peoples decision to want to vote for them or
not.
13. (2) Allow students about 30 minutes to create campaign pieces
** For students with IEPs, I will make sure that the student has a full
understanding of the lesson and is given any tools that may be needed. I would
have vocabulary sheets created for them to reference to, dictionaries they may
use, and an outline of ideas of what each campaign piece could include.

** For ELL students, examples of campaign speeches, posters or slogans

will be given in their native language. I would also have the vocabulary discussed
in the lesson written down on a piece of paper for the student to have a refer back
to. The definitions would be in English and in their native language. I would have
the student work alongside others and be asked to participate with others. I would
check in with the student, before the campaign making and discuss the lesson
with the student. I would make sure they are confident and understand what is
being asked for.
14. Students will be given the speech, posters and slogan examples as a reference.
15. Please remember that we are only using the computer to look up examples of campaign
speeches, posters and slogans. We will be creating are own ideas with are avatar in
mind. Please walk around during the lesson and monitor the computer use and the
information being accessed.
16. (2) As the students are completing the work, the teacher should walk around and check in
on each group. Ask what ideas they have and how they are going to create their piece. If
students are off task, please redirect and discuss their ideas with them. Be around to allow
for questions or concerns to be asked.

**For gifted students, I may allow them to research different types of

candidate speeches and more details about candidate speeches. These students
may present what they found during their group presentation. I would allow
them to create their own poster, slogan or speech, if they decide to do so. I may
also allow the student to brainstorm ideas of what the other party could use as
slogans, posters or information in their speech.

17. Once completed each group will present their speech, poster and slogan. Now that
everyone is done, I would like each group to present their campaign pieces that they have
made. I will be placing your avatar on the screen while you present. When you go up
please name your party, identify your avatar, read your speech, explain your poster and
tell us your slogan. Once we do this we will have a discussion on your ideas.
18. One person should read the speech, one person should explain their poster and idea and
one person should explain and present their slogan. Each group will present.
19. After each group presents, discuss main ideas or things that stuck out during their
presentation. Also ask the class what they liked about the campaign.
 20. Ask each group who had what ideas and what each person contributed. After discussion
please collect the campaign pieces, that will be hung up in the classroom.

Differentiation
-For ELL students, examples of campaign speeches, posters or slogans will be given in their
native language. I would also have the vocabulary discussed in the lesson written down on a
piece of paper for the student to have a refer back to. The definitions would be in English and
in their native language. I would have the student work alongside others and be asked to
participate with others. I would check in with the student, before the campaign making and
discuss the lesson with the student. I would make sure they are confident and understand
what is being asked for.
- Students will be working alongside each other to be able to create discussion, share ideas
and be there to help each other. I will make sure that each group has a range of levels and that
they all work together during the lesson. For all students, I will have the examples at hand so
that they may use them as reference. I will also have the large paper we wrote on still out to
use as a reference. Dictionaries will be given to students if they are having difficulty with
finding words or meanings of some.
- For students with IEPs, I will make sure that the student has a full understanding of the
lesson and is given any tools that may be needed. I would have vocabulary sheets created for
them to reference to, dictionaries they may use, and an outline of ideas of what each
campaign piece could include.
- For gifted students, I may allow them to research different types of candidate speeches and
more details about candidate speeches. These students may present what they found during
their group presentation. I would allow them to create their own poster, slogan or speech, if
they decide to do so. I may also allow the student to brainstorm ideas of what the other party
could use as slogans, posters or information in their speech.
- Since the students have the ability to choose what piece they will be working on, this will
allow for diverse learners to work in their best type. Students have different materials and
tools they will all have access to if they want to use them or feel it is needed.

Closure
-Once each group has presented their candidates campaign pieces, everyone will be brought back
to the carpet or their seats.
We did a great job today of create our own campaigns for are avatars. When someones runs
for president, this we allow them to get their ideas and their name out there to voters. Once a
candidate creates and uses their campaign, they will then see if how well they do when voting
begins. Once everyone votes on election day, we will discussion election day in more detail later
in the unit, we will be able to see who won the election. This will let us know who will be our
president for the next 4 years. Does anyone know what the new presidents ceremony is called
that starts of his time as president?
-Once the students discuss any ideas they think it is, The president has his Inauguration Day.
This is the day that he officially becomes present.
-Take out a large piece of paper out and write Inauguration- the formal admission of someone to
office; a ceremony to mark the beginning of something on it.
-(1) Inauguration is the formal admission of someone to office; a ceremony to mark the
beginning of something. For the president this is his way of being brought into the White House
and celebrating his new role. Today we learn a great amount of pieces of becoming President.
Who can name some pieces we discussed today? Allow students and yourself to have a
discussion about the steps to becoming president. Make sure that
-Eligibility guidelines -fundraising -campaigning
-voting/winning and -inauguration are discussed
-I think we all have a great understanding of the steps to becoming president. If any of us would
want to run, I believe we would have great knowledge of how to do so.

Formative/Summative Assessment of Students (P-12)

Formative Assessment-
-Students will be creating their own campaign speech, poster and slogan based off of a given
party and created avatar.
-During the lesson, I will be walking around seeing the ideas and work that has been done so far. I
will ask students what ideas they are using and why they think that is the best to use for their
avatar.
-I will be looking to see if students are participating in all of the classroom discussions and if they
are able to discuss information correctly with their partner.
-When students present, they will also be asked to discuss their reasoning behind their work. I
will be able to get an understanding if each student understood and participating in the lesson.
They will also be discussing each of their contributions to the lesson and campaign.

Summative Assessment-
-I will be able to see if students have a full understanding of what a campaign does by seeing their
ideas and information used in their campaign.
-The campaign pieces will be collected at the end of the lesson as an assessment
-At the end of the lesson, I will be doing a rap up at the carpet. Asking questions and information
about the lesson will allow me to assess some of the students knowledge and what they learned.

Materials/Equipment
Student Materials
-Large paper
-Markers
-Smart board/ computer projector
-Computer
-Paper
-Pencils
-Poster boards
-Scissors
-Glue
-Newspaper
-Eligibility video, https://www.youtube.com/watch?v=oDyrmHMTtEE
-Avatar maker, http://doppelme.com/
-Campaign speech example, https://www.youtube.com/watch?v=p4CJ_dH1zak
-Poster examples
-Slogan examples

Technology
Computers- Computers are used in the lesson to be able to display examples and resources to the
students. The students can use these computers to access the internet to find campaign examples
and ideas for their own campaign. Students will also be using the computer to access a website to
create their own candidate avatar for their campaign. The computer allows students resources to
enhance their knowledge and allows them to use their creativity for their campaign.
Projector/SMART boards- These allow all students to see the same material at the same time.
This is a great tool for classroom discussion and having the ability to show examples and
resources. It allows timed to be saved by allowing all students to reach and receive the important
and resources given at the same time and same way.
Youtube video links- These links allow students sources to increase and add to their knowledge
about campaigning and the steps of become a president. This allows students to access real life
examples and information of past campaigns that can help and support the information on
campaigning and the steps to become president.
Visual aids- The visual aids from the internet, allow access to previous campaign materials. This
gives students the ability to experience and view these materials as tools for this lesson.
Avatar creating website- The website allows student to bring out their creativity and create their
own candidate. It gives students types of features and looks so that they may design their
candidate the way they like This also allows them to bring their vision to life and create an actual
picture and view of what their candidate could look like for their campaign.

Reflection on Planning
Write your reflection on the plan, its development, and ways to improve it.
While creating this lesson, I was very nervous. I have never created a lesson plan for any
level higher than 2nd grade. I was very cautious to make sure that the lesson wasnt too easy. It
was very easy to find information that could be used for the lesson, but it became difficult
deciding what was the most important information to keep in. It really allows me to rely and use
my standards to help me understand the purpose of my lesson. I enjoyed creating a lesson about
presidents because I myself do not know much about them. This lesson really allowed mw to use
my resources, my classmates and my information learned to really make this lesson successful.
Looking back, I think I would have given more detail on what information to give the students.
Because this can be such a broad topic, what knowledge to share and use can be confusing. I
would also assign students their piece of the campaign based on their skills and weaknesses. This
would allow students to work with that they are comfortable and exceed it.

What are the potential successes?

This lesson can allow students to grow their knowledge on becoming president and the
steps they must take. Students will be able to experience and view different types of campaign
pieces and use their creativity and knowledge to make their own. This will allow students to
really feel about of the campaign process and be able to learn from experiences.

What are your concerns for lesson implementation?

For this lesson, I could see there being issues with all students participating in the group
work. Since Im only splitting up the students by two political parties and allowing them to pick
their task, this could cause confusion or students to not participate. I also have concerns of
students fully understanding the concept of campaigning and how candidate use campaigns.
Understanding and creating their own speech may have some difficulty since they did not have
specific topics or ideas to discuss.

Resources:
, https://www.youtube.com/watch?v=oDyrmHMTtEE
-Avatar maker, http://doppelme.com/
-Campaign speech example, https://www.youtube.com/watch?v=p4CJ_dH1zak
Political information- http://www.sparknotes.com/us-government-and-politics/american-
government/the-presidency/section2.rhtml
Political information http://2012election.procon.org/view.resource.php?
resourceID=004333
 Teacher Notes
1.Meet Eligibility Guidelines Set
According to the Constitution anyone who wishes to become president must be:

1)At least thirty-five years old 2) A resident of the United States for at least fourteen
years 3)A natural-born citizen

2. Test the Water: Pre-Candidacy Process

-forming political action committees to broaden a candidate's visibility, to test the
candidate's appeal nationwide, and to raise money for increasingly expensive campaigns

- Candidates also establish exploratory committees whose 1) seriously consider the

candidate's chances of becoming president, 2) suggest possible campaigns themes and
slogans, 3) write speeches and position papers, 4) seek endorsements from powerful
individuals and groups, 5) recruit professional and volunteer staff, 6) begin organizing
state campaigns in key states, 7) hire pollsters and consultants, and 8) develop media
appeals.

4. Fundraise and Campaign

-Campaign trail -Presidents must present speeches during campaign, stating
their ideas, understandings, beliefs and agendas.
-Presidents have slogans, posters and rallies to show their believes and get themselves to
be seen.
-spans around 9 months
-Can be very expensive

8. Election Day: Winning the Popular and Electoral Votes

Inauguration-The chief justice of the U.S. Supreme Court swears in the president and the
vice president before members of Congress, government dignitaries, representatives of
foreign governments, and important well-wishers, as well as a national television
audience. After an inaugural address and parade, the new president is on the job.

Resources
http://www.sparknotes.com/us-government-and-politics/american-government/the-
presidency/section2.rhtml
http://2012election.procon.org/view.resource.php?resourceID=004333
Current Event- General election 2017 recap: Jeremy Corbyn's barnstorming speech marks 36
hours until polls open

http://www.mirror.co.uk/news/politics/general-election-2017-live-campaign-10567932

This current event is a video of Jeremy Corbyn, who is a political figure in the UK,
giving a campaign speech.