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THE DEMOCRATIC PROCESS IN AMERICA

THE DEMOCRATIC PROCESS IN AMERICA. BY: WHITNEY CARLTON NIKKI DADEY TRACEY POOLE. INTRODUCTION. THE ACTIVITIES INCLUDED IN THE FOLLOWING PRESENTATION WILL INTRODUCE THE DEMOCRATIC PROCESS TO FOURTH GRADE STUDENTS. IT WILL COVER THE SIX STRANDS PRESENTED IN THE OHIO

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THE DEMOCRATIC PROCESS IN AMERICA

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  1. THE DEMOCRATIC PROCESS IN AMERICA BY: WHITNEY CARLTON NIKKI DADEY TRACEY POOLE

  2. INTRODUCTION THE ACTIVITIES INCLUDED IN THE FOLLOWING PRESENTATION WILL INTRODUCE THE DEMOCRATIC PROCESS TO FOURTH GRADE STUDENTS. IT WILL COVER THE SIX STRANDS PRESENTED IN THE OHIO COMPETENCY-BASED PROGRAM.

  3. RATIONALE Although many nations recognize the need for and extol the value of civic education, this vital part of the student’s overall education is seldom given sustained and systematic attention. Our students will learn the democratic process first hand through a series of activities such as performing a mock debate, learning Presidential history, and other authentic experiences.

  4. AMERICAN HERITAGE

  5. OBJECTIVES • The student will explore cause and effect relationships by creating or examining a time line of state events, and devise cause and effect explanations. • The student will explore sources of information about Ohio history. • The student will identify significant individuals and events in state history and explain their importance.

  6. ACTIVITIES • The student will create a timeline. • The student will construct a model of the first registration card. • The student will compile research on voter eligibility over the past century.

  7. ACTIVITIES (CONT.) • The students will create a chart that illustrates requirements for voting eligibility in the first election compared with current requirements. • The students will diagram the steps in the democratic process.

  8. WEB SITES • http://www.kids-space.org/vote. • www.americanpresident.org/homes6.htm • www.fvap.ncr.gov/ • http://government.aol.com/mygov/ • http://aolsvc.election2000.aol.com/news/election/

  9. PEOPLE IN SOCIETIES

  10. OBJECTIVES • The students will examine how Ohio’s government deals with the needs an demands of various cultural groups. • The students will compare customs, traditions, and needs of Ohio’s various cultural groups. • The students will describe how the customs and traditions immigrant groups brought with them have influenced the American way of life.

  11. ACTIVITIES • The students will choose a particular issue affecting our society and write a persuasive speech to convince others of its importance. • The students will create a wish tree. • The students will re-enact the first Independence Day.

  12. ACTIVITIES (CONT.) • The students will research and gather current events from newspaper articles that focus on the democratic process. • The students will construct a multicultural poster that supports a specific issue affecting our society.

  13. WEB SITES • http://www.supersurf.com/menu.htm-WorldSafari • www.city-net.com/imann/women/history/timeline.html-WomensSuffrage • http://www.kidsvotingusa.org/ • http://www.govspot.com • http://www.freedomchannel.com/almanac/almanac_of_amer_p...

  14. WORLD INTERACTIONS

  15. OBJECTIVES • The students will compare the government differences between the U.S. and other countries. • The students will use maps to highlight locations all over the world.

  16. ACTIVITIES • The students will compare England’s government and how a country leader comes into power with the U.S. government and how a president comes into power. • The students will identify the locations of five different countries’ governments. • The students will compare the United States’ democratic government to a country who does not have a democratic government.

  17. ACTIVITIES (CONT.) • The students will write a story from the standpoint if they were president, what countries they would help and why. • The students will participate in an activity that centers around registration cards.

  18. WEB SITES • http://www.inpolitics.com • http://www.rockthevote.org • http://www.chooseorlose.com • www.dareware.com-U.S.Dateline • http://www.pbs.org/tal/un/classroom.html-UnitedNations-

  19. DECISION MAKING AND RESOURCES

  20. OBJECTIVES • The students will use current resources and technology to gather information. • The students will demonstrate curiosity, open-mindedness, skepticism, and ethical behavior in inquiry based with regard to the voting process.

  21. ACTIVITIES • The students will participate in the following activities: • Two Ballots • Processing information through the decision-making chart • Counting the returns • Voting simulation • Voting chain

  22. WEB SITES • http://www.korrnet.org/kidsvote/ • http://www.connectforkids.org/content7850/content.htm • http://www.activedayton.com/community/groups/kidsvoting/How_… • www.kidsvotingusa.org/ • http://www.govspot.com

  23. DEMOCRATIC PROCESS

  24. OBJECTIVES • The students will be able to identify the purpose of a National Government. • The students will recognize some of the actions taken by the National Government. • The students will discuss the different characteristics of American Democracy. • The students will identify the main function of the three branches of government.

  25. ACTIVITIES • The students will learn about the past presidents. The students will pick one president and write a short paper on why they feel they were an effective president. • The student will create a bulletin board showing their understanding of political language.

  26. ACTIVITIES (CONT.) • The students will identify the characteristics of the two main political parties and divide the class into the appropriate groups. • The students will elect a student to represent their candidate and lead an effective political campaign. • The students will hold a mock presidential election in the classroom.

  27. WEB SITES • http://www.mc.org • http://www.2000GOP.com • http://www.democrats.org/index.html • http://www.civicmind.com/ • http://www.govspot.com

  28. CITIZENSHIP RIGHTS & RESPONSIBILITIES

  29. OBJECTIVES • The students will differentiate between fact and opinions and between relevant and irrelevant information when examining national issues in the political arena. • The student will acquire, interpret, and analyze information regarding national political issues.

  30. ACTIVITIES • The students will follow a local political campaign and look at the validity and integrity. • The students will choose a particular issue and write or email the appropriate representative. • The students will look at the important local issues and compare them to national issues.

  31. ACTIVITIES (CONT.) • The students will listen to a guest speaker from the Board of Elections explaining the importance of voter participation. They will invite members of the community to attend. • The students will look at voter participation results for the last two Presidential elections.

  32. WEB SITES • www.kidsvoting.com • www.whitehouse.gov • http://www.mpelectric.comkidsvoting/ • http://www.kidsvotingusa.org/ • http://www.vote-smart.org/candidates issues and more

  33. CONCLUSION Through the six strands of Ohio’sCompetency Based Social StudiesPrograms, the students will learn theimportant role that democracy andpolitics have played in creating the World andAmerica that we live in today.

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