The Electoral College: Is it a Reflection of the Republic or a Relic of the Revolution? A PBL Project for Sixth Grade Social Studies The Students Decide!

The Electoral College:

Is it a Reflection of the Republic or a

Relic of the Revolution?

A PBL Projectfor

Sixth Grade Social Studies

The Students Decide!

Begin With the End

in Mind

Social Studies Standardsfrom the

Archdiocesan Curriculum Framework

The student will:• Summarize the main points in

constitutional documents (6.14.09)• Explain the roles of citizens in choosing

leaders in the United States (6.14.10)• Recognize the difference between fact and

opinion and the importance of facts in the study of history (6.16.04)

Literacy Outcomes based on

the Archdiocesan Curriculum Framework Standards

The student will:• Compose a multi-paragraph piece which

presents one position on an issue that offers sufficient support (6.03.17)

• Arrange information in an orderly manner (e.g., outlining, sequencing, graphic organizers) (6.05.05)

Key Skills

• Make data-based predictions

• Categorize and analyze

• Craft messages and usemedia effectively

Habits of Mind

Questioning

School-wide Outcomes

Use rubrics for evaluating writing

Craftthe Driving Question

Should the Constitution be amended to eliminate the

Electoral College?

• Has provoked debate• Is open-ended• Goes to the heart of the study of

government• Is challenging – there is no simple answer• Is based on a real world dilemma

Unpacking the Driving Question

• How is the President elected according to the Constitution?• Why did the Constitutional Convention create the elector

process rather than base the election on a direct vote?• How does the Electoral College function in practice?• How will/did it decide this year's election?• In what elections did the result of the electoral vote differ

from the results of the popular vote? Did those election years have anything else in common?

• Why is the Electoral College controversial?• Who are some of the "experts" who support changing the

voting process? What are their reasons?• Who are some of the "experts" who support keeping the

Electoral College? What are their reasons?• If the voting process is changed, what should replace the

Electoral College? What would be the strengths of that system? What would be the weaknesses or potential problems?

Planthe Assessment

Early in the Project

• Product (Individual)– Written summary of the Electoral

College process

• Artifact (Individual)– Note-taking from video on Electoral

College

Criteria for Summary

• Correctly describes the function and process of the Electoral College

• Is organized in paragraphs that contain one main idea and supporting details

• Contains no spelling or grammar errors

During the Project

• Products (Small Group)– State by state predictions of the

election outcome (map)– Overall prediction on the election

winner based on map– Chart analyzing facts and opinions

found in articles about the value of the Electoral College

– Questions for an interview with a magazine editor on crafting letters to editors

For Against

Fact

Opinion

During the Project

• Artifacts (Small Groups)– Record of discussion on overall election

prediction– Guidelines for analyzing statements

from articles into “for” or “against” the Electoral College and into “fact” or “opinion”

Criteria for Predictions

• Every state on map is coded for McCain (red) or Obama (blue)

• If all sources agree on how a state will vote, the map reflects that. If not, the group cites a source that they used to make their prediction for the state

• The overall prediction follows from the elector totals for each candidate calculated from the state predictions on the map

Rubric for Analysis ChartAdvanced Proficient Limited

Selectsappropriatearticles

Identifies the main ideas in the sourcearticles

Distinguishes between fact and opinion

Advanced Proficient Limited

Selects appropriate articles

Selects a variety of articles from different sources that express differing opinions about the Electoral College.

Selects articles about the Electoral College. Both “for” and “against” opinions are expressed in the selection.

Selects articles about the Electoral College, but the articles do not express opinions about its value.

Rubric Criterion 1

Advanced Proficient Limited

Identifies the main ideas in the sourcearticles

Collects only statements representing main ideas from the articles. Groups similar ideas into one statement to avoid redundancy in the chart.

Almost all of the statements collected represent main ideas from the articles.

Does not show a clear understanding of the difference between a main idea and supporting details.

Rubric Criterion 2

Advanced Proficient Limited

Distinguishes between fact and opinion

Develops guidelines to correctly distinguish fact from opinion.Uses the guidelines to sort the statements into fact and opinion.Provides explanations for the classification of any statement not covered by the guidelines.

Develops guidelines to correctly distinguish fact from opinion.Uses the guidelines to sort the statements into fact and opinion.

Does not show a clear understanding of the difference between a fact and an opinion in developing and/or using the guidelines.

Rubric Criterion 3

Criteria for Interview Questions

• Each question helps bridge the gap between what the class knows about what the class thinks it needs to know to write a successful editorial letter to an appropriate media outlet

• The question set includes a variety of types of questions: who, what, where, when, why, how

End of Project

• Product (Small Group)– Letter to Editor arguing for or against

the Electoral College

• Artifact (Small Group)– Graphic organizer for letter

Rubric for Letter to EditorAdvanced Proficient Limited

Appropriate for audience

Background

Position

Support

Organization

Advanced Proficient Limited

Appropriate for audience

The letter has a strong hook or attention grabber that is appropriate for the media selected. This could be a strong statement, a relevant quotation, statistic, or question addressed to the audience.

The letter has a hook or attention grabber, but it does not seem a good fit with the audience provided by the media selected.

There is no hook or attention grabber or it is unrelated to the purpose of the letter.

Rubric Criterion 1

Advanced Proficient Limited

Background Clearly and accurately explains the roles of citizens in choosing leaders in the United States and relates the explanation to the letter’s position on the Electoral College.

Clearly and accurately explains the roles of citizens in choosing leaders in the United States.

Does not clearly or accurately explain the roles of citizens in choosing leaders in the United States.

Rubric Criterion 2

Advanced Proficient Limited

Position There is a clear, strong, and memorable statement of the group's position on the Electoral College.

There is a clear statement of the group’s position on the Electoral College.

The group does not clearly pick a position for or against the Electoral College.

Rubric Criterion 3

Advanced Proficient Limited

Support All of the main ideas expressed have supporting details.All of the supporting details are specific and relevant. Explanations are given that show how each detail supports the group's position.

All of the main ideas expressed have supporting details.Most of the supporting details are specific and relevant. Explanations are given that show how most of the details support the group's position.

Supporting details are missing, not relevant, or are not explained.

Rubric Criterion 4

Advanced Proficient Limited

Organization The graphic organizer is fully completed .The letter is written following the organizer.Transitions are used to create a unified whole.

The graphic organizer is fully completed .The letter is written following the organizer.

The graphic organizer is not complete or the letter does not follow the organizer.

Rubric Criterion 5

Mapthe Project

Story Board Week 1October 27- 30

Major Activities Milestones Resources

Monday ▪APK on 2008 elections▪Intro project

Tuesday ▪Video on ElectoralCollege▪Notetaking

Summary ▪ Laptop▪ Projector

Wednesday ▪Teacher-led discussion on the Constitution: The Electoral College and the Amendment Process▪Set up research groups

Textbooks

Thursday Research on how news media /pollsters are prediction the Electoral College vote

Computer labNewspapersMagazines

Story Board Week 2November 3 - 7

Major Activities Milestones Resources

Monday Make predictions ▪State-by-state predictions▪Overall predictions

Outline maps

Tuesday Whole groups discussion of maps and predictions

▪ Overhead projector▪ Outline map transparency

Wednesday ▪Compare predictions to election results▪Intro Electoral College research

Thursday On-line research on Electoral College controversy

Computer lab

Friday Create article analysis chart

Poster board

Story Board Week 3November 10 - 14

Major Activities Milestones Resources

Monday Analysis chart presentations

Analysis chart

Tuesday ▪Survey students for opinion on Electoral College. Regroup for letter based on interest▪Whole group Know/ Need-to-know chart on letters to editor▪Direct instruction on crafting questions

Wednesday Work on crafting questions

Questions for interview

Thursday Interview with magazine editor

Guest speaker

Friday ▪Select media audience▪Draft letter to editor

Completed graphic organizer

Graphic organizer

Story Board Week 4November 17 - 18

Major Activities Milestones Resources

Monday Edit and type final copy of letter.

Letter to Editor Computer lab

Tuesday ▪Share letters▪End-of-project assessment

Mail or e-mail letters.

▪Envelopes andstamps(if needed)▪Post-it self-stick wall pad▪Markers

Managethe Process

Differentiation• Scaffolding material takes a variety of

forms;– video– written– graphic– oral

• Products require the use of a variety of learning styles:– verbal– spatial– logical– mathematical– interpersonal

Differentiation

• Initial grouping will be by readiness level so it is easier to scaffold, modify, or model as needed

• Regrouping for letter writing product will be by interest

• Project outcomes could be met by a student working individually, if necessary

Reflection and Evaluation• Post six wall-pad sheets around the room• Title the sheets:

– What we learned about the Electoral College – What we learned about making predictions– What we learned about analyzing info– What we learned about asking questions– What we learned about letters to the editor– What changes we would make to the project

• Groups rotate among sheets adding their comments• When all groups have added to each sheet, student

volunteers will report the responses.

What I Expect to Learn

• If the value added to the project by having an expert speaker exceeds the efforts of finding the expert and getting approvals for the visit.

• If the students feel comfortable setting their work out for a wide public audience.

• If the students have mastered previously taught research skills.

And finally...we wait to see if we are published!