USF's WebQuest 

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Title:  The Presidential Election Process

Grade Level: 11-12

Author:  Damian Wulff                 

Date: April 15, 2006

Dear Colleague:

            This unit is designed to help students understand our presidential election process, particularly the crucial and too little mentioned Electoral College.  The first three days of the unit are set aside for addressing the ìnuts and boltsî of the process and allowing students to discuss the their implications.  The final two days ask students to complete a webquest on the Electoral College, debate its merits, and then write an essay on the future relevance of the EC as part of our election process.  

Unit Summary:
Goals & Objectives:

…        Students will be able to identify and discuss the primary elements of the presidential election process, including: candidacy requirements, primaries and caucuses, relevant political parties, etc.

…        Students will demonstrate an understanding of the Electoral College, including the historical reasons behind its adoption.

…        Students will, in writing a persuasive essay, critically analyze the necessity and desirability of retaining the Electoral College for future elections. 

NCSS Theme:

Power, Authority, and Governance: Social Studies programs should include experiences that provide for the study of how people create and change structures of power, authority, and governance, so that the learner can:

…        (E) ñ Distinguish among local, state, and national government and identify representative leaders at these levels such as mayor, governor, and president.

…        (F) ñ Identify and describe factors that contribute to cooperation and cause disputes within and among groups and nations.

      Individuals, Groups, and Institutions: Social Studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions, so that the learner can:

…        (F) ñ Give examples of the role of institutions in furthering both continuity and change.

…        (G) ñ Show how groups and institutions work to meet individual needs and promote the common good and identify examples where they fail to do so.

State Standards:

…        SS.C.1.4 ñ The student understands the structure, functions, and purposes of government and how the principles and values of American democracy are reflected in American constitutional government.

…        SS.C.2.4 ñ The student understands the role of the citizen in American democracy.

  
Days:

This unit is designed for 5 class periods, each lasting 60 minutes.

Content:

Unit content will include: the advent, development, and current role of primary elections; a brief historical and modern day review of relevant political parties; campaigns and nomination conventions; differences between direct and representative democracies; a study of how the Electoral College operates; an examination of the four elections most significantly impacted by the Electoral College; and discussion about the merits of the EC.   

Methods:

Factual information will be presented via a combination of direct instruction, video, individual reading of relevant articles or documents, PowerPoint presentations, and the utilization of webquest technology.  Ideas and perspectives will be encouraged through group discussion/debate and individual writing exercises. 

Webquest Summary:
Goals & Objectives:

…        Students will develop an understanding of the various arguments for and against the continued use of the Electoral College in our presidential elections.

…        Students will gain an appreciation for how the electoral votes of a particular state can influence the outcome of an election.

…        Students will be able to recognize, define, and explain terminology and processes central to the Electoral College.

Days:

This webquest is designed for 2 class periods (of the 5 allotted for the entire unit). 

Content:

Covered topics include: how the Electoral College operates and what it might take to change the current election process, the impact of the Electoral College on four previous elections (including the 2000 presidential election of George W. Bush), how the electoral map can be unbalanced by the vote in certain key states, and whether the Electoral College is still necessary.       

Methods:          

Students will individually research designated websites and then participate in a brief class wide discussion designed to stimulate ideas and considerations prior to completing the persuasive essay task.   

                                                                                  Teachers Resources 

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Day 2    Back to Top
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Day 3    Back to Top
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Day 4    Back to Top
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Day 5    Back to Top
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Conclusion:

         Upon completion of this unit students should be able to not only recognize and define the terms and concepts critical to the presidential election process, but also to intelligently discuss, analyze, and write about a variety of related issues.  This unit, through its emphasis on discussion and reflective writing, is also designed to leave students with the idea that the political process, particularly the election process, is something they CAN comprehend and impact - not something so complicated or so far removed from their lives that learning about it and becoming involved in it is a waste of time.

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