Title: Making America Great AgainPicking the Perfect Presidential Candidate

Lesson Author: Erin Dreelin and Brian Odenwald

Key Words: Presidency, Executive, Constitution, powers, responsibilities
Grade Level: 8th grade Civics
Time Allotted: 40 minutes

Rationale/ Purpose (so what?)

Nature and scope of topic. Why is this significant to the mission of educating future citizens?

This unit explores the executive branch of the United States government, with a particular focus
on the roles and powers of the President and Vice President. Additionally, students will analyze
how the executive branch consequently checks the powers of the legislative and judicial branches.
The unit will finish with a focus on presidential candidacy and campaigning. As civics students,
its important to evaluate and make informed decisions about presidential candidates. Students are
additionally expected to assess the traits and characteristics of effective leadership and civic
responsibility.

Background/Context: How does this lesson fit into a unit of study?

Looking backwards, looking forwards

US Government, Article II of the US Constitution, the executive branch, role of the presidency,
powers of the presidency, requirements of the presidency, media shaping of political candidates,
path to the presidency, responsibilities of citizens, campaigning

Key Concept(s) include definition:

Presidential Candidate: a person who is nominated and backed by a political party, who intends to run
for the office of President of the United States
Presidential Campaign: the process of running for the office of President of the United States through a
series of speeches, national visits, and publicized debates
Executive Branch: one branch of the United States Government which is responsible for overseeing the
implementation of and enforcing legislation throughout the United States
Checks and Balances: the idea that each branch of the United States government holds limitations and
oversees the fairness of the actions of the other branches
Separation of Powers: the principle that the United States government is separated into three separate
branches (the legislative, executive, and judicial branches), which perform unique tasks in order to govern
the public

NCSS Standard(s)
SOL Information

*As written in the Virginia SOL Curriculum Framework for the grade level

NCSS Theme (s) with indicators:

NCSS Standard #2: Time, Continuity, and Change
Knowledge and understanding of the past enable us to analyze the causes and consequences of
events and developments, and to place these in the context of the
institutions, values and beliefs of the periods in which they took place.

NCSS Standard #3: People, Places, and Environments

Todays social,
cultural, economic and civic issues demand that students apply knowledge,
skills, and understandings as they address questions

NCSS Standard #5: Individuals, Groups, and Institutions

Institutions are the formal and informal political, economic, and social organizations that help
us carry out, organize, and manage our daily affairs.
It is important that students know how institutions are formed, what controls and influences them,
how they control and influence individuals and culture, and how institutions
can be maintained or changed

NCSS Standard #6: Power Authority and Governance

The development of
civic competence requires an understanding of the foundations of political
thought, and the historical development of various structures of power,
authority, and governance. It also requires knowledge of the evolving
functions of these structures in contemporary U.S. society, as well as in
other parts of the world.

NCSS Standard #10: Civic Ideals and Practices

An understanding of
civic ideals and practices is critical to full participation in society and
is an essential component of education for citizenship, which is the central
purpose of social studies.
Learning how to apply
civic ideals as part of citizen action is essential to the exercise of
democratic freedoms and the pursuit of the common good.
SOL* :
VA DOE CE. 3 The student will demonstrate knowledge of citizenship and the rights,
duties, and responsibilities of citizens by
d) examining the responsibilities of
citizenship, including registering and voting, communicating with government
officials, participating in political campaigns, keeping informed about
current issues, and respecting differing opinions in a diverse society;
e) evaluating how civic and social duties
address community needs and serve the public good.

VA DOE CE.4 The student will demonstrate knowledge of

personal character traits that facilitate thoughtful and effective
participation in civic life by
a) practicing
trustworthiness and honesty;
b) practicing courtesy
and respect for the rights of others;
c) practicing
responsibility, accountability, and self-reliance;
d) practicing respect
for the law

VA DOE CE.6 The student will demonstrate knowledge of the

American constitutional government at the national level by
d)
describing the roles and powers of the executive branch

Essential Knowledge Essential Skills

(minimum for SOL Resource Guide)
-Exploring the role of the President
-Recognizing powers of the executive branch at a
national level
-Discussing the importance of exercising civil
responsibilities (like voting) and their impact on
elections
-analyzing campaigns for elective office, with
emphasis on the role of the media
-describing voter registration and participation
(minimum for SOL Resource Guide)
- formulate an informed, carefully reasoned
position on a community issue
- select and defend positions in writing, discussion,
and debate
-examining the responsibilities of citizenship,
including registering and voting, communicating
with government officials, participating in political
campaigns, keeping informed about current issues,
and respecting differing opinions in a diverse
society
 -evaluating how civic and social duties address
community needs and serve the public good

Guiding Question(s): MUST BE SHARED WITH STUDENTS AT BEGINNING OF EACH

LESSON- Visible in lesson procedure and materials.

The days big question:

What characteristics, attributes, and actions shape the ideal
presidential candidate?
Lesson Objective(s): clearly emerges from big question and rationale and standards and will align
with your assessment in Procedure and Process

Obj. 1
Identify the powers and responsibilities of the President, as outlined in the
U.S. Constitution
Obj. 2
Recognize alternative expectations and roles of presidential candidates
Obj. 3
Explore the role that presidential campaigns play in shaping the image of a
candidate

Assessment Tool(s) to be used- Everything above- goes to what you want them to
know/understand do- So what assessments are you going to use to help you manage and monitor that they
have got it-informal and formalmake one over-riding assessment connect to your closure.

Assessment 1. Formative Assessment: Each student designs a candidate, then presents and defends
their candidate, thereby participating and sharing their thoughts

Assessment 2. Summative Assessment: Exit Slip What characteristics, attributes, and actions
shape the ideal presidential candidate? (same as guiding question, meant to track differences or
change in thought as a result of lesson)

Procedure/Process:

1) JUST DO IT! The Hook:

On your notes handout, please explain who is your favorite US President, and elaborate on why you feel
this way. Are there certain characteristics or actions which swayed you to pick this person? (5 mins for
answer and quick discussion)

2) Instructional sequence:
Obj # Processing Activity and
See above. Procedure include directions,
question frames, assignment details, to be
given to students (these should all be made
into explicit materials (e.g. see material A) Do
you have opportunities for direct/guided
instruction and independent
practice/engagement when appropriate and
time estimates.
Include pace/time for each activities e.g. (5
mins)
Check for Evidence of
Understanding
-Either Formal or Informal e.g.
assessments- question frames,
quiz, choice activities,
discussion with frame and your
THATs A WRAP.
(Checks Essential Knowledge
and Skills should be in line with
assessment tools above)

Just do it. Just-Do-It: Have students name
their favorite President and explain their
reasoning (3-5 mins for answer and
discussion)
Informal Assessment: This will
later relate to the provided
activity. Try to focus on
characteristics, but actions are
important as well.

Transition: Begin PowerPoint Presentation (10-15 mins total)

Explore Article II of the US Constitution (the roles and requirements of the
executive branch) (5 mins)
Class Discussion: What are the new roles of the President? (5-10 mins)
(Some questions for the class: Should a candidate be technologically friendly?
Should a candidate have a family? How old should a candidate be? Could this
play a factor in overall health? Should a candidate be religious? What role does
the media play in shaping a candidate? How does media portrayal play into your
view of candidates? These questions are meant to probe the class to see whether
or not they believe there is additional criteria necessary to run for the
presidency)

Objective # Identify the powers and responsibilities of the Informal Assessment: Required
1 President, as outlined in the U.S. Constitution to take some notes as
presentation occurs
Recognize alternative expectations and roles of Informal Assessment:
presidential candidates Discussion with some framing
 questions

Transition: Introduce Activity: design your own presidential candidate (10 mins)
Provide instruction to include factors like age, family connections, hometown
location, previous experience, and 5-6 characteristics or attributes that make them
a good presidential candidate

Objective # 2 1) Explore the role that presidential campaigns 1) Formative Assessment:

play in shaping the image of a candidate Students are expected to create
2) Recognize alternative expectations and roles and present their candidates
of presidential candidates
2) Formative Assessment: Open
class discussion
Summative Assessment: Exit
slip posing essential question

3) Closure- THATS A WRAP that goes to opening question- and also in part to assessment tools at
least one key assessment tool. (Do you need a rubric)

Closing Discussion Questions:

What similarities appeared between your candidates? What differences?
In what areas do we seem to hold expectations about being a candidate (family,
background, wealth, etc)?
What can we take away from these depictions?
Do we hold higher expectations for presidential candidates than those outlined in article
II of the US Constitution?

Exit Slip: What characteristics, attributes, and actions shape the ideal presidential candidate?
(same as guiding question, meant to track differences or change in thought as a result of lesson)

Modifications/Accommodations for Diverse Learners:

Have provided note sheets and half sheets ready
Assigned groupings to eliminate behavioral issues or time waste
Classroom arranged for activity: seamless movement around the room
Co-teaching: provides opportunity to help students one-on-one
Accommodating note sheet: extra space for writing, ability to work with same note sheet
on computer or other technology (can receive help from peers or note-takers)
Exit Slip and note sheets provided ample space to pose questions should student still have
concerns
Students could describe or write about their candidates, instead of drawing them
Activity may be excluded and opted for class discussion instead
Question to guide exploration have been provided as scaffolding
Students can work in smaller groups: allows opinions to be heard and eliminates shouting
or other disturbances
 Small-group setting eliminates lack of participation

Materials for use: (one resource per page- so it becomes a teacher or student handout, or overhead
directions or ppt presentation. Include photocopies if need be. Can you provide elements of choices in
materials or enrichment or support/anchor materials for different students?.

POWERPOINT SLIDES ATTACHED (Both teacher format and note-taking format for students)