Grades 4-5
Unit Summary
This unit will give evidence of student achievement of Civics Standard Four 4-5a.
The focus of this unit is on becoming informed about candidates for elected office. One reason is provided in the targeted benchmark: electing “effective” leaders. Other reasons are avoiding leaders opposed to one’s interests and views, providing an indication of one’s policy preferences by being aware of the candidates’ policy stances, and keeping office holders in check with awareness of an attentive public. In other words, keeping informed about candidates serves as a means to communicate preferences and keep elected officials in check.
The means for becoming informed are also important to the benchmark. Attending candidate events and paying attention to stories in the media (TV, radio, newspaper, magazines) are traditional means, but the Internet is fast becoming an important means of becoming informed about candidates.
Stage 1 – Desired Results
Big Ideas
- Citizenship
- Public Policy
Enduring Understandings K-12
Students will understand that…
- Effective citizens can research issues, form reasoned opinions, support their positions, and engage in the political process.
- Effective governance requires responsible participation from diverse individuals who translate beliefs and ideas into lawful action and policy.
Essential Questions
- For whom should I vote? Why? What is most important to me when I make this decision?
- How do I find out what a candidate thinks about the issues of the day?
Content Connections
Students will know…
- How to research individual candidates for an elected office
- How to effectively choose a candidate for an election
- Why making an informed decision while voting is so important
21st Century Skills
Students will be able to…
- Exercise sound reasoning in understanding and making complex choices
- Act responsibly with the interests of the larger community in mind
Stage 2 – Assessment Evidence
Student Self-Assessment and Reflection
The Checks for Understanding should be used as formative assessment and may be used as writing prompts or as small group or whole class discussion.
Formative assessment should be used to direct learning and instruction. It should not be graded for accuracy.
An interactive notebook or writing log could be used to organize student work and exhibit student growth and/or limitations.
Transfer Task
The transfer task should be reviewed with students prior to beginning Lesson 1.
Essential Questions Measured by the Transfer Task
- For whom should I vote? Why? What is most important to me when I make this decision?
Click here to find the transfer task.
Rubric
Click here to find a rubric for the transfer task.
Stage 3 – Learning Plan
Click here for Lesson 1.
Click here for Lesson 2.
Click here for Lesson 3.