Social Studies Unit for ABE/ASE/ELL/LD

Krista Boddy
Becoming Informed Voters for the Next Presidential Election
Pre-lesson inventory: This lesson will be the first of many for the unit (over 4-6 weeks) which
concludes with a final argumentative essay.
Overview of lesson goals:
1. Students will be informed on the background of the United States presidential election
process so they can become informed voters.
2. Students will learn how to research and evaluate media coverage (news articles, speeches,
editorials, political cartoons) about the upcoming presidential election and candidates.
3. Students will be able to distinguish fact from opinion on media.
4. Students will be able to critically analyze media coverage and develop their own opinions
about the coming presidential election.
5. Students will be able to organize data gathered from media sources and develop a graphic
organizer to show candidates main issues and values.
6. Students will be able to write a persuasive essay about the candidate or election issue
they feel strongly about.
Materials to take to class:
1. Dry erase markers
2. Copies of The Election Process (p. 353-355) from Steck-Vaughns Complete PreGED
Preparation.
3. Copies of media that the student discussion leader brings in.
4. DVD recording of televised political debate.
5. Handout of graphic organizer (see Appendix A) for students to complete.
Warm-up: (10-15 min) Previously, students will be asked to bring in copies of newspaper
articles, editorials, political cartoons, etc. or online articles to lead a class discussion during the
warm-ups for each consecutive lesson. Each student will be assigned a day to provide some
media about the current election and create 5 questions about the article, cartoon, editorial, etc. to
ask the class and lead a discussion. It is their job as active citizens in the political process to seek
out such media (online, newspapers, magazine, etc.)
Purpose: Students will gain active interest in current political topics, events, and the election by
seeking out media on their own. Each student will have the chance to ask the class questions
about the media they bring to class and lead a class discussion. This gives the students more
power and control of the learning process and prepares them for being better informed voters.

Procedure:
1. A student who is assigned that day to bring in one item of media (editorial, news article,
political cartoon, etc.) will provide it to the teacher who will make copies for the class. If
student forgets, instructor will bring in a backup article. Student will be assigned for
another date.
2. The student will then lead a review/reading of the article with the class.
3. The student will ask 5 questions they have developed to lead a class discussion about the
selected media. The goal is to read and analyze it for facts, opinions and view point and
critically think about the issues raised.
4. Students will complete a graphic organizer (see Appendix A) that compares the
candidates and issues discussed during the warm-ups. This will provide as a quick
comparison for making informed decisions when voting.
ASE Adaptation: None
ELL Adaptation: If needed, student can meet with the instructor after class to discuss possible
questions for their lead discussion day. If they are uncomfortable leading the discussion,
instructor will assist them or they can work with a partner.
LD Adaptation: If needed, student can meet with the instructor after class to discuss possible
questions for their lead discussion day. If they are uncomfortable leading the discussion,
instructor will assist them or they can work with a partner.
Activity 1: Review the election process and political advertising (20 min)
Purpose: To inform students who are unfamiliar with the election process in the USA and
provide background understanding of political campaigns, elections, and the medias role.
Procedure:
1. Read The Election Process and Persuading the Voters individually from SteckVaughn (2015). Complete PreGED Preparation. Orlando, FL: Steck-Vaughn. P. 353.
2. Read the Distinguishing Fact from Opinion section on the bottom of page 354 and
answer the question.
3. Complete the practice questions on page 355.
ASE Adaptation: Extra questions:
1. Do you think that negative or positive political ads are more effective? Why? Explain
you answer.
2. Would you ever vote for a 3rd party candidate? Why or why not?
ELL Adaptation: Pair with another ELL or advanced student to help them with unknown
vocabulary and reading comprehension.
LD Adaptation: Pair with an advanced ASE student to help them with reading comprehension,
or allow them more time to complete the task. Possibly assign the practice as homework.

Activity 2: Now analyze the article read during the warm-up for fact and opinion. (15 min)
Purpose: To provide practice for students to apply the skill of distinguishing fact from opinion
to a current media article, editorial or political cartoon.
Procedure:
1.
2.
3.
4.

Re-read the article, cartoon or editorial.

Circle the statements that you believe are an opinion.
Underline the statements that you believe are fact.
Get with a partner to check if they circled and underlined the same statements. If not,
discuss with your partner why you believe it is fact/opinion.
5. Regroup and assess the activity as a class. Ask, How did you know what a fact from an
opinion was? Did you agree or disagree with your partner?
ASE Adaptation: None
ELL Adaptation: Pair with another ELL or ASE student to work with them on searching for
facts and opinions.
LD Adaptation: Pair with an advanced ASE student to help them find the facts and opinions.
Activity 3 (could be on another day): Watch a recorded televised political debate and take
notes on candidates responses to questions (30-50 min)
Purpose: To provide students with actual debate footage and allow them to analyze the
candidates and make informed opinions about who they would/will vote for. This promotes
critical thinking skills and civic participation in current politics.
Procedure:
1. As you watch the televised political debate, make columns labeling each candidate. Take
notes on what the candidates say and the issues that are important to you. Note why you
like a particular candidate or not. Provide reasons for your selection.
2. Make notes on why you dislike a particular candidate or issue.
3. Write 2 facts about each candidate and their responses during the debate.
ASE Adaptation: Write at least 5 facts for each candidate/issue.
ELL Adaptation: Provide the debate with Closed Captioning words so that the student can read
as well as listen to the input in the video.
LD Adaptation: Provide the debate with Closed Captioning words so that the student can read
as well as listen to the input in the video.
Closure/Assessment: Complete Graphic Organizer (Appendix A) of facts about candidates
and issues (5-10 min)
Purpose: Students will incorporate all the information they learn about presidential candidates
and current election issues in one easy to read graphic organizer. The organizer will be useful in

their decision making process in voting in the current election. It is a great way to summarize all
the data students have obtained throughout the unit.
Procedure:
1. Students will be given a graphic organizer at the beginning of the election unit to
combine and add to as they obtain and learn information about presidential candidates
and election issues.
2. Students will be given 5-10 minutes at the end of each lesson to add new notes and
information to their graphic organizers about candidates and election issues.
3. The instructor will check in with students by asking what new things they have added to
their graphic organizers. Student volunteers will be asked to share with the class.
HW Assignment: Persuasive essay about election (one of many drafts to be edited
throughout the unit) (Appendix B is a rubric to be provided to students)
ABE students: Using your graphic organizer and notes, develop a persuasive essay (8-10
sentences) about the presidential candidate or election issue you feel strongly for or against. Be
sure to include more facts than opinions, or support your opinion with facts you have learned in
the course.
ASE students: Using your graphic organizer and notes, develop a persuasive essay (5
paragraphs) about the presidential candidate or election issue you feel strongly for or against. Be
sure to include more facts than opinions, or support your opinion with facts you have learned in
the course.
ELL students: Using your graphic organizer and notes, develop a persuasive essay (8-10
sentences) about the candidate or election issue you feel strongly about. Use facts to support your
opinion.
LD students: Using your graphic organizer and notes, develop a persuasive essay (8-10
sentences) about the candidate or election issue they feel strongly about. Use facts to support
your opinion.
References
Steck-Vaughn (2015). Complete PreGED Preparation. Orlando, FL: Steck-Vaughn. P. 353-355.

Appendix A
Graphic Organizer
Political
Candidate/Issue
#1

Political
Candidate/Issue
#2

Political
Candidate/Issue
#3

Political
Candidate/Issue
#4

Political
Candidate/Issue
#5

1. Which are the top candidates you support and why?

a.
b.
c.
2. What are three major issues you feel strongly for?
a.
b.
c.
3. What are three major issues you feel strongly against?
a.
b.
c.
4. Which candidate do you feel lines up with your views on these issues? Why?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Appendix B
Assignment Rubric
Criteria
Content

Organization

Punctuation/Spelling

Total Points out of 30

30 points
Content is clear, well
developed and fully
supported with
evidence, opinion,
facts, etc.

20 points
Content is basic, but
missing major points.
There is not much
support and
development of
topic.
Assignment is well
Assignment is not
structured and easy to structured
read. The three parts of completely. Some
a paragraph are easy to sentences are
find: introduction,
misplaced and parts
support and
of the paragraph are
conclusion.
not in the correct
place.
Assignment has few
Assignment has not
punctuation and
been revised for
spelling errors (2-3)
simple spelling and
punctuation errors.
Five or more simple
errors found.

10 points
Content is missing
and/or undeveloped.
There is little or no
support of topic.
Assignment needs to be
revised.
Assignment is lacking in
structure/organization. It
is difficult to understand
and poorly framed. Parts
of a paragraph are
misplaced throughout.

Assignment is difficult
to read due to many
punctuation and spelling
errors. Needs revision.