American Government

Name or Lesson Number: Clinton vs. Trump

Time Frame: 90 minutes
Content Area: Government
Central Focus: The United States Presidency

Lesson Overview
Appropriate Content Area Standards for High School

SS.CV.2.9-12. Evaluate the opportunities and limitations of participation in elections, voting, and the
electoral process.
SS.CV.8.9-12. Analyze how individuals use and challenge laws to address a variety of public issues.
SS.CV.9.9-12. Evaluate public policies in terms of intended and unintended outcomes and related
consequences.
SS.CV.10.9-12. Explain the role of compromise and deliberation in the legislative process.
SS.H.6.9-12 Analyze the concept and the pursuit of the American Dream.
SS.H.7.9-12 Identify the role of individuals, groups, and institutions in peoples struggle for safety,
freedom, equality, and justice.

Rationale/Purpose
The President of the United States is the most powerful position in the country; however, there are
limitations on those powers due to checks and balances.

Essential Questions/Enduring Understandings and Relevance

How do the three branches of government interact in order to combat tyranny?

Objective/SWBAT
Describe the political promises of each candidate. Analyze the validity of the candidates political
promises. Evaluate your evidence, in summary form, about the practicality of the political promises of
each candidate.

Formative Assessment of Lesson Objective(s) Evaluation Criteria

Write a 300-350 word summary explaining which Rubric
promises are unfeasibleone unfeasible promise
per candidate (Clinton and Trump).

Academic Language: Vocabulary Academic Language: Function

Essential government/civics terminology
Terminology: Electoral College, carried, swing state,
electorates, political feasibility, political climate,
gerrymandering, and at-large.
Students use academic language with course
terminology to make their arguments. Examples
include language such as the election, electorate,
carried, and delegate.

Instructional Materials/Technology
PowerPoint presentation and chromebooks.

Prior Academic Learning/ Requisite Skills

Students will have the background about influential presidents and the probability of certain campaign
promise being kept.

Common Misconceptions
Candidates will accomplish most of their campaign promises. Other circumstances are disregarded or
misunderstood by voters.
Key Lesson Elements
Opening
Students will be instructed by a PowerPoint presentation titled, Clinton vs. Trump. The PowerPoint will
continue with a brief introduction of the presidential candidates; followed by the political platform of the
candidates.
Modeling/Inquiry/Review
The teacher will provide examples of significant campaign promises of the two candidates. This will
include the examination of three primary goals/promises of each candidate. Students will question the
validity and probability of these goals/promises. Furthermore, the teacher will ask the students if they
have questions during the presentation. Finally, the teacher will provide the assessment instructions for
the students.
Guided Practice
The teacher will instruct the students to begin their assessment (research). Specifically, the assessment
will instruct students to write a 200-300 word summary explaining which promises are unfeasibleone
unfeasible promise per candidate (Clinton and Trump). The teacher will roam the classroom and assist
the students with their research.
Independent Practice/Support
Teacher will roam the room and assist the students with their research and summary.
Closing
Ending Discussion: What did you decide were the the unfeasible promises of each candidate, and why?
What does this mean for the country if Trump or Clinton win the presidency? Teacher will provide
support and follow-up questions to student answers. Teacher will encourage all student participation and
questioning.
Planned Supports: Accommodations/ Modifications
Students with IEP and 504 Plans will be given agreed upon additional modifications. Any other
reasonable accommodations will be provided for other students. Specifially the following plans will take
place:

Carl: I will provide the student links to his specific presidential choice. This will help him begin his
research and not feel overwhelmed.

Dave: I will provide the student links to his specific presidential choice. This will help him begin his
research and not feel overwhelmed.

Jon: This student will be allowed to work on the worksheet with the other English language learner,
Daniel.

Daniel: This student will be allowed to work on the worksheet with the other English language learner,
Jon.
Reflection
Students will be asked the following question: Do you think about the realistic possibilities of these
promises before voting?
Homework
Research a past presidential candidate and write down the top three issues he viewed as important.
Lesson Minutes
1:00PM 1:05
Students will open up their Chromebooks and complete their bellwork? Question/Objective: Describe the
political promises of each candidate. Analyze the validity of the candidates political promises. Evaluate
your evidence, in summary form, about the practicality of the political promises of each candidate.
1:05 1:35
Students will be instructed by a PowerPoint presentation titled, Clinton vs. Trump. The PowerPoint will
continue with a brief introduction of the presidential candidates; followed by the political platform of the
candidates.

1:35 1:45
The teacher will provide examples of significant campaign promises of the two candidates. This will
include the examination of three primary goals/promises of each candidate. Students will question the
validity and probability of these goals/promises. Furthermore, the teacher will ask the students if they
have questions during the presentation. Finally, the teacher will provide the assessment instructions for
the students.

1:45 2:20
The teacher will instruct the students to begin their assessment (research). Specifically, the assessment
will instruct students to write a 200-300 word summary explaining which promises are unfeasibleone
unfeasible promise per candidate (Clinton and Trump). The teacher will roam the classroom and assist
the students with their research.

2:20 2:30
Ending Discussion: What did you decide were the the unfeasible promises of each candidate, and why?
What does this mean for the country if Trump or Clinton win the presidency? Teacher will provide
support and follow-up questions to student answers. Teacher will encourage all student participation and
questioning.