LESSON PLAN

Student:
Subject/Concepts: U.S. Government Grade Level: 12th
1. Standards: CCSS.ELA-LITERACY.RH.11-12.3

 Observable objective: SWBAT to argue the need for an electoral college.

 Multicultural goal: Develop multiple historical perspectives.
 Observable objective: SWBAT evaluate the different effects of the electoral college on
large city’s vs rural areas.
 Auditory-Visual-Kinesthetic learning styles: For auditory learners’ students will read
aloud as a whole class the creation of the electoral college. For visual learners’ the
board will have a projection of the electoral college on the board visual showing how it
works. For Kinesthetic learners’ the class will have textbooks the kids can use to support
their belief.
 Gardner's Intelligence: Interpersonal Intelligence- SWBAT recognize in distinguish
another’s feelings and intentions with creating the electoral college and keeping it active
to present day.
2. Materials: Electoral college explained video, government textbooks, Electoral college
diagram, electoral college diagram 2
3. Instruction- learning Process:
 Do First: Have students go up to the board before they sit down and choose with tally
marks in two separate columns if they’re for the electoral college or against the
electoral college and then discuss have a class discussion on what the electoral college
is.
 Mini lesson: Watch the electoral college explained video, then proceed to read from the
government textbook aloud with the class the creation of the electoral college while
having a picture of the electoral college on the board along with having student’s
popcorn read and also have them developed multiple historical perspectives and be able
to evaluate the different effects of the electoral college on large cities versus rural areas.
 Guided Practice: After reading the passage have students argue in groups of four to five
if the electoral college is still needed.
 Independent Practice: have the students break off into individuals and write down a
page worth of ideas and explaining why they feel the electoral college should still be in
effect today. Furthermore, have them search in textbooks to see examples and or find
examples of the electoral college being useful or not useful and then further explain
why they feel this is so.
 Exit Slip: As each student finishes their paper go up to the board and choose a side with
a marker, one for the electoral college and one against it. Then right before class ends
have the teacher tally up each side and comment with the class where the majority
landed

4. Resources:
Do You Understand the Electoral College? (2015, May 18). Retrieved November 24, 2019, from

https://www.youtube.com/watch?v=V6s7jB6-GoU.

Kimball, S. (2016, August 11). Understanding the US Electoral College: DW: 08.11.2016. Retrieved

November 24, 2019, from https://www.dw.com/en/understanding-the-us-electoral-college/a-

18980973.

Cyriac. (2012, November 1). The Electoral College: Affirmative Action for Smaller States.

Retrieved November 24, 2019, from https://cyriacgeorge.wordpress.com/2012/10/31/the-

electoral-college-affirmative-action-for-smaller-states/.

5. Reflection
a. When talking about the electoral college the students will be able to understand not
only that from their point of view and where they lived in life but how the electoral
college also affects people from rural areas and different places all across American
where politics is viewed differently.
b. Students will be able to understand the development of multiple historical
perspectives and be able to apply this to today and this generation.
c. The student’s engagement of the activity along with the instructional learning
process will be very great and in-depth as everything is a reflection on their beliefs
and how they feel.
d. This lesson planned strength focuses on individuality and how somebody feels about
the electoral college and everything that comes along with that. This lesson plan is
not strongly focused towards kinesthetic learner’s or people that like to be tight
physically as this is something that is created and done through the law and words.