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Lesson Planning Form for Differentiating Instruction — Education 305

Teachers: Anna Claire Lambers and Emily Veenstra
Grade level and theme: 4th Grade: How do we convince others to vote for our candidate? (Campaign Trail)
Thread/crossover: Geography Thread
I. Objectives
What is the main focus of this lesson?

The main focus of this lesson is for students to look at how campaign trips across the country are strategically
planned, and plan one of their own that will benefit their campaign the most.
How does this lesson tie in to your Big Idea?

Campaigning is one of the key strategies our leaders use in their election process. Planning a strategic
campaign path helps them raise support and share their views with a wide and diverse audience.
What are your objectives for this lesson? (“students will be able to”.) Indicate connections to applicable national or state
standards (glces). Indicate themes from any threads addressed in this lesson (ex-Geography-human environment interaction)

Students will be able to:
● Analyze which of the listed cities would benefit their campaign to visit.
● Calculate which of the listed cities will fit in their campaign budget to visit.
● Chart their campaign path on a map across the U.S. (They have already chosen at least 4 places to visit)
● Explain why they chose the cities they did.
● “Explore” the cities they are visiting, making notes on anything that may impact their campaign trail
(such as weather, landforms, demographics, coke/pepsi biases, etc.)
Threads:
 Geographic—Location
 Geographic—Population
 Political—Decision Making
 Politcal—Structure of Government
4 – G2.0.1 Describe ways in which the United States can be divided into different regions (e.g., political
regions, economic regions, landform regions, vegetation regions).
4 – G1.0.1 Identify questions geographers ask in examining the United States (e.g., Where it is? What is it
like there? How is it connected to other places?).

II. Before you start

Assessment
(formative and summative)

In the Budgeting Your Campaign lesson, students are asked to choose at least 4
places to visit. In this lesson, they are going to use those places to plan a
campaign trail.
Mapped out campaign trail
Visiting classroom “cities” to give prepared 5 minute speech.

Key vocabulary for this lesson
(include key concepts from
individual threads ex- economicsopportunity cost etc)

Campaign Trail
Geography- Regional Political Biases
Geography- Geographer questions- Where is it? What is it like there? How is it
connected to other places?

Prerequisite knowledge and skills.
What are you assuming they know
or have already done.

Materials-what materials (books,
handouts, etc) do you need for this
lesson and do you have them?

Opportunities for differentiation

Maps of 2012 election campaign trails and results.
Blank map
Map of generic names for soft drinks
Markers/Colored Pencils
Within the group, different roles can be assigned. For example, there can be a
facilitator, one person to look up information on each city, one person to plot
maps, etc. These should be decided as a group, however. The work should be
split evenly among everyone.

III.
The
Plan
Time

Parts

3
3

Motivation
(Opening/
Introduction/
Engagement)

1
5

5
5
5

5

Development

10
10

10

Closure

The description of (script for) the lesson, wherein you describe teacher activities and student
activities

● Introduce campaign trail by looking at the 1948 Presidential elections as an
example.
● Harry S. Truman boarded the train named “Magellan.” The train made it easy for
him to make it across the country visiting different stops along the way. He
would give speeches from the back of the train as crowds would gather.
● This should give students a context by which to base their own campaign trail.
● Look at political maps of United States for 2012 election campaign trails.
● In journals, compare and contrast the election campaign trails. What differences
do you notice? What similarities do you notice? Why do you think these stops
were chosen?
● On a blank map of the US, record your stops. Students now plan their own
political campaign with their Coke/Pepsi campaigns:
● Underneath the map, students will give a brief explanation of why they chose
each stop. How will stopping here benefit your campaign?
● Make an itinerary for your stops. What time will you be at each location? You
should plan both greater US travel times and classroom visit times with the
“Mayor” (classroom teacher).
● Refer to the “Budgeting Your Campaign” worksheet for stop information and
prices:
○ You will need to travel around the US (the school) to convince others to
support your candidate. You need to visit at least 4 places, but you may
want to choose more.
● K: Washington DC
$1000
● 1st: Grand Rapids, Michigan
$1000
● 2nd: Los Angeles, California
$1000
● 3rd: St. Louis, Missouri
$1000
● 5th: Purchase, New York
$1000
● 6th: Atlanta, Georgia
$1000
● You will have to give a five minute talk to each class, convincing them to vote
for your candidate, and that your candidate cares about their city.
● Here are some ways you can convince your audience that you care about their
city:
○ Familiarize yourself with each city. You want to be as prepared as
possible before campaigning in a city. These may be questions you
want to consider:
■ What is the climate like?
■ What are the demographics?
■ Do they lean towards Coke or Pepsi?
Refer to National Geographic Kids United States Atlas for information
about each state and city.
● Cash in your Campaign Bucks to visit the “states” (classrooms) that you chose to
have on your campaign trail. Give your prepared five minute speech to each
class.

(Blue=Republican; Red=Democratic)