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Here is a Social Studies lesson on campaigns in the classroom

Subject:

Social Studies  

Grades:

4, 5  

Michelle Hofmann

Classroom campaigns

4 th and 5 th grade

September 15, 1996, 30 minutes, every other day for two weeks with the final week being the final speeches and voting.

Performance Expectations:

Students will be able to mimic the campaign and voting process to hold their own classroom elections. They will understand the process and system of an election on a local level.

Materials Needed:

Posterboard of many colors, markers, scissors, button-making machine, button materials, colored paper, lined paper, examples of speeches and advertisements, tape, ticky-tack.

Directions:

Introduction:

Students will discuss the system of campaigning and voting in their local community. If possible, have their local mayor or alderman come in to discuss this process with them. The class will then brainstorm what offices they feel are important to have in their classroom.

Development:

  1. Students will sign up for the office(s) that they wish to run for.
  2. They students who do not wish to run may then divide into campaign groups. These groups will be developing a platform for their candidate to run on.
  3. Students will use examples of local campaign paraphernalia to develop their ideas for buttons and posters.
  4. Students may begin posting their signs and wearing their buttons during the second week.
  5. During this second week, students may have their campaign group present 30 second/one minute commercials at the end of the day on Wednesday and Friday.
  6. Focusing on the issues of their campaign platform, students in each group will work with the candidate to write a speech that the candidate will present in front of the class during the week of voting.

Closure:

During the final week candidates will give their final speeches on Monday afternoon.

On Wednesday, each student will cast their ballot into the ballot box. The votes will be tallied by the teacher and offices will be announced on Friday.

Assessment:

Students will turn in a peer evaluation forms of their group. The teacher may use a checklist involving the criteria: cooperation, campaign paraphernalia, quality of speech drafts, etc.

Adaption:

Students could choose actual political candidates from a time period in history and create their platform for them. They could either use the issues that they ran on or create those that they feel would have been significant then.

Consideration:

Some parents are particularly sensitive to political issues. Religion may also be a factor.

Created by Michelle Hofmann and Sue Hofmann.

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