UNIVERSITY OF MAINE FARMINGTON
LESSON PLAN FORMAT
Teacher’s name: Jason Allshouse
Date of lesson: February 28th, 2011
Grade Level: 10th Grade
Topic: Elections of 1824 and 1828
Learning Goals:
· Students will discuss the impacts of running a “mudslinging” campaign.
· Students will apply the knowledge of election campaigns then to modern campaigns.
· Students will have a chance to defend or dispute the notion that “mudslinging” campaigns are successful.
Maine Learning Results Alignment:
Content Area
Standard Label
Standard
Grade Level Span
Performance Indicator(s)
Rationale
Assessment Plan:
Formative assessment: Students will be asked to take notes during class, which I will then look over. I will also be asking questions to gauge student knowledge of the topic at hand and forming connections between the past and the present.
Summative Assessment: Students will be asked to blog, using edmodo, whether or not they think that running a “mudslinging” or “smear” campaign is an effective way to win an election. I will also ask them if they think that it is the right thing to do.
Integration:
Differentiated Instruction:
Strategies: I understand that students learn in different ways and at different speeds so I have included the following strategies to help students succeed.
1. Lecture
2. Guided Discussion
3. Writing/ Independent Practice
4. Technology
5. Multi-media videos and images
6. Debate
Modifications/Accommodations:
In order to meet the needs of all my students, accommodations are to be put in place. For this lesson, I will help any student who is having a difficulty answering the blog question or who cannot make connections from past events to the current ones. I will also walk around the room during the group discussions to lend ideas and push students in different directions. I will continuously check for understanding by asking questions and I will repeat directions when needed. For the students who do not bring their laptops, they will either be allowed to work with a partner on the research or will be allowed to head to the library. My students who have the choice of leaving the room to get extra help will be allowed to do so if they feel there is a need. I will also make sure that during my lecture I do not talk for too long and manage to highlight the information that is very important for the students to learn. The information talked about in class, will then be placed on the class wiki for students to access later.
Extensions:
Students who complete the assignment early will be expected to show me what they have come up with. They will also be asked to review their notes and come up with any questions they might have.
Materials, Resources and Technology:
Source for lesson plan and research:
Maine Standards for Initial Teacher Certification and rationale:
Teaching and Learning Sequence: (please include the relevant items from the list below)
- Anticipatory Set/Hook - Guided Practice
- Models - Independent Practice/homework
- Instructions - Homework
- Check for understanding of content - Closure
- Check for understanding of process/task/skills - Transition to next activity
I will start class by showing the students pictures of the four men who ran for president in 1824. I will then show a brief video clip about the election and how it became known as the “corrupt bargain”. (Hook: 5 min)
Once the video clip is over, I will ask the students what they thought, and whether or not they believed that Adam’s actions were in fact wrong. (Guided Practice: 5 min)
I will use the next half hour to talk about the elections of 1824 and 1828, their impact on the American political system, and how campaigns are run today. This should allow for ample time to make connections between then and now, and show students that things have not changed a great deal in American politics. (Instruction: 30 min).
Once my lecture and discussion is finished, I will show another video clip, this one from the 1988 Bush/Dukakis election, to show how mudslinging and political attack ads have only grown a bigger part of politics (Transition 5 min)
The remainder of class will be given to the students to think about and answer the blog question. I want to know if they think running a dirty campaign is effective and if they think it is morally right. I expect a wide range of answers, and I also hope that it will spark a bit of a debate with people in favor of either side. (Independent Practice 30 min)
Reflection:
Rev. 7/09