Students will use a systematic analytical method to compare past presidents and current or potential future presidents and determine their own research-based ranking system.
Mount Vernon invited several well-known political cartoonists from newspapers across the country to draw cartoons focusing on major issues of George Washington’s presidency. Students will analyze uncaptioned versions of these cartoons and background information about the historical issues depicted, create their own captions and exhibit labels, and then compare their writing with the originals.
Students focus on George Washington’s character and civic virtues and examine the connection between those virtues and a democratic and free society in the United States.
Students examine the Rules of Civility that George Washington hand-copied as a teenager. They then classify and categorize the concerns addressed, discuss what it would be like to live in a world imbued with such guidelines, analyze what expectations govern their own behavior, and generate a list of modern Rules covering the same categories they identified in Washington’s list.
Students will learn that during the American Revolution, Washington established the Purple Heart military decoration, known at the time as the Badge of Military Merit, and explore the historical and modern significance of this award.
Mount Vernon invited several well-known political cartoonists from newspapers across the country to draw cartoons focusing on major issues of George Washington’s presidency. Students will analyze uncaptioned versions of these cartoons and background information about the historical issues depicted, create their own captions and exhibit labels, and then compare their writing with the originals.
Students focus on George Washington’s character and civic virtues and examine the connection between those virtues and a democratic and free society in the United States.
Students examine the Rules of Civility that George Washington hand-copied as a teenager. They then classify and categorize the concerns addressed, discuss what it would be like to live in a world imbued with such guidelines, analyze what expectations govern their own behavior, and generate a list of modern Rules covering the same categories they identified in Washington’s list.
Students will learn that during the American Revolution, Washington established the Purple Heart military decoration, known at the time as the Badge of Military Merit, and explore the historical and modern significance of this award.
“Hello, It’s Your Wake Up Call”: Images and Narratives as Tools for Exploring...drkkm
Presentation at the National Art Education Association Conference, this spring, 2009. Multi-year research with partner, Dr. Allen Trent at the University of Wyoming.
Using the weekly news show “Meet the Press” as a model, students will portray George Washington, Abraham Lincoln, Franklin D. Roosevelt and Barack Obama in a television interview. Students will develop answers to the host’s questions by researching primary documents and current news articles.
This classroom observation was conducted over three months (September - November 2016) in Grade 12 US Government classes at Moorpark High School. The focus of my observation was on how media, civic, and visual literacy impacts the students understanding of news, current events and the ongoing political discussion surrounding the 2016 Presidential and State election. I believe that the development of these types of literacy is critical to preparing students to be informed and engaged citizens.
Media and Information Literacy (MIL) 4. Types of Media (Part 3)- Understandin...Arniel Ping
Learners will be able to…
define propaganda;
1. discuss how to identify propaganda materials;
2. analyze the spread of propaganda in social media;
3. evaluate the dangers of propaganda; and
4. value the importance of understanding propaganda.
I- Propaganda
A.Definitions
B.Importance of Understanding Propaganda
C.How to Spot Propaganda
D.Propaganda in the Digital World
II- Performance Task: Written Work
III- Assignment
IV- Agreement
Introduction to the set texts- The Times and Daily Mirror.
There is also an overview of how newspapers are included in the exam sections as well as conventions and terminology.
Students will learn about the many roles that Washington engaged in throughout his life and create their own “George Washington’s trunk” of objects that reflect these activities
“Hello, It’s Your Wake Up Call”: Images and Narratives as Tools for Exploring...drkkm
Presentation at the National Art Education Association Conference, this spring, 2009. Multi-year research with partner, Dr. Allen Trent at the University of Wyoming.
Using the weekly news show “Meet the Press” as a model, students will portray George Washington, Abraham Lincoln, Franklin D. Roosevelt and Barack Obama in a television interview. Students will develop answers to the host’s questions by researching primary documents and current news articles.
This classroom observation was conducted over three months (September - November 2016) in Grade 12 US Government classes at Moorpark High School. The focus of my observation was on how media, civic, and visual literacy impacts the students understanding of news, current events and the ongoing political discussion surrounding the 2016 Presidential and State election. I believe that the development of these types of literacy is critical to preparing students to be informed and engaged citizens.
Media and Information Literacy (MIL) 4. Types of Media (Part 3)- Understandin...Arniel Ping
Learners will be able to…
define propaganda;
1. discuss how to identify propaganda materials;
2. analyze the spread of propaganda in social media;
3. evaluate the dangers of propaganda; and
4. value the importance of understanding propaganda.
I- Propaganda
A.Definitions
B.Importance of Understanding Propaganda
C.How to Spot Propaganda
D.Propaganda in the Digital World
II- Performance Task: Written Work
III- Assignment
IV- Agreement
Introduction to the set texts- The Times and Daily Mirror.
There is also an overview of how newspapers are included in the exam sections as well as conventions and terminology.
Students will learn about the many roles that Washington engaged in throughout his life and create their own “George Washington’s trunk” of objects that reflect these activities
Students investigate and analyze the historical significance of the Revolutionary War song, “Yankee Doodle” and create their own “Yankee Doodle”-style verses about the War.
Students will examine George Washington's role as a man who fought for and led our country in the belief that "all men are created equal" while also owning slaves.
3 pagesAPASOURCES 4MUST HAVE INTRODUCTION, SUBHEADINGS AN.docxrhetttrevannion
3 pages
APA
SOURCES: 4
MUST HAVE INTRODUCTION, SUBHEADINGS AND CONCLUSION
Assignment
• Continue to build your plan based on the introduction you created in your last assignment. (See Below).
• Tell the audience your reasons for using an instructional plan.
• Be sure to describe what types of instructional resources you are creating.
• Align the chosen ID model to your organization (for example, if you are working in a K-12 school environment, student learning needs and learning objectives may be driven by state or federal performance standards; versus, if you are working in a non-profit organization and training adults, the learning needs of your adult learners may be driven by a “gap analysis” or “business objectives” identified by the organization).
• This section should be 3 pages.
• Include a reference page.
Additional Information
Begin with an outline of your project. Tell the audience your reasons for using an instructional plan.
Description of your Instructional Event or Course - The instructional plan being presented is a college-level Political Science course
Also, be sure to describe what types of instructional resources you are creating. Include an explanation of who has authorized or funded the instructional event or course you propose, and what they expect.
Finally, once you have introduced the instructional event or course, you will align it to an ID model of your choice.
Assignment Expectations
To receive maximum credit, you must demonstrate understanding of context and purpose of the assignment by bringing all required elements (described above) to the discussion, and meeting additional expectations (described below).
Cite a minimum of four sources and incorporate them into your paper. It is expected that you analyze and synthesize, not merely summarize, sources. The reference page and overall paper must be formatted properly in APA format and style include a strong introduction, subheaders and conclusion.
***Last Assignment Introduction**
Student Population & Needs Assessment
The instructional plan being presented is a college-level political science course. The political science course targets college students in other areas of specialization. The introductory course will provide the students with the fundamental knowledge on the key aspects of political science. The student population is not expected to have extensive knowledge of political science.
The training program will begin by assessing the current beliefs and attitudes of the students towards the position and value of political science. The objective of the learning needs assessment is to establish the knowledge gaps that can be addressed through the training program (Spooner et al., 2007; Edwards et al., 2014).
Learning Objectives
The specific learning objectives are:
• To introduce the students to the key concepts in political science
• To introduce the students to some of the major political ideologies and philosophies
• To introduce the studen.
Cultural Diversity in the Classroom by Nada Cohadzichholycross
This presentation covers some basic ideas about cultural diversity in the classroom. It was written and presented by Nada Cohadzic for the Seoul Bears summer internship program.
Ziyao LiIAS 3753Dr. Manata HashemiWorking Title The Edu.docxransayo
Ziyao Li
IAS 3753
Dr. Manata Hashemi
Working Title:
The Education Gap
Research Question:
How did the youth of Iran make up the education gap resulted from the Cultural Revolution from 1980 to 1982?
This is a critical question because it involves both education and the youth of Iran. Education and the youth are both very fundamental perspectives for a society to thrive. During the cultural revolution, the education system was shut down, which would undermine the overall quality of a generation. Research of this issue will lead us to the methods used to make up the education gap. It is possible to help other countries suffering similar issues.
Thesis Statement:
After the Iran’s cultural revolution during 1980 to 1982, the youth of Iran made up the education gap caused during the revolution by promoting student movements.
Outline:
· Introduction:
· Cultural Revolution happened in Iran during 1980 to 1982. The education institutions like universities were shut down for the 3-year period. And this gap in education brought significant influence on the youth of Iran at that time. However, the education gap was made up successfully after the revolution.
· State the thesis statement:
· The education gap is made up by the youth in Iran. They promoted the student movement to help the society recover from the revolution.
· The scars left from the revolution
· The revolution lasted 3 years, young people who were supposed to be students had to quit school. The government forced schools to close. The chain of delivering knowledge was broken. And young people cannot find proper things to do when quitting school.
· Student movements
· After the cultural revolution, people in Iran realized they need to correct the current education situation recover the damages resulted from the revolution. Since Iran’s youth has a great number in the society, their power was not to be ignored. They started to fight for their own rights and profits. They were looking for ways to make up the damage has been down. Then the student movement eventually worked for recovering Iran’s education level.
· Conclusion
· The cultural revolution in Iran hurt its education continuity. However, the youth of Iran managed to make up for the damage caused by the cultural revolution. Student movements played the dominant role in this recovering process.
Bibliography:
Khosrow Sobhe (1982) Education in Revolution: is Iran duplicating the Chinese Cultural Revolution?, Comparative Education, 18:3, 271-280, DOI: 10.1080/0305006820180304
Mashayekhi M. The Revival of the Student Movement in Post-Revolutionary Iran. International Journal of Politics, Culture & Society. 2001;15(2):283. doi:10.1023/A:1012977219524.
Razavi, R. (2009). The Cultural Revolution in Iran, with Close Regard to the Universities, and its Impact on the Student Movement. Middle Eastern Studies, 45(1), 1–17. https://doi-org.ezproxy.lib.ou.edu/10.1080/00263200802547586
ZABARDAST, S. (2015). Flourishing of Occid.
Ziyao LiIAS 3753Dr. Manata HashemiWorking Title The Edu.docxodiliagilby
Ziyao Li
IAS 3753
Dr. Manata Hashemi
Working Title:
The Education Gap
Research Question:
How did the youth of Iran make up the education gap resulted from the Cultural Revolution from 1980 to 1982?
This is a critical question because it involves both education and the youth of Iran. Education and the youth are both very fundamental perspectives for a society to thrive. During the cultural revolution, the education system was shut down, which would undermine the overall quality of a generation. Research of this issue will lead us to the methods used to make up the education gap. It is possible to help other countries suffering similar issues.
Thesis Statement:
After the Iran’s cultural revolution during 1980 to 1982, the youth of Iran made up the education gap caused during the revolution by promoting student movements.
Outline:
· Introduction:
· Cultural Revolution happened in Iran during 1980 to 1982. The education institutions like universities were shut down for the 3-year period. And this gap in education brought significant influence on the youth of Iran at that time. However, the education gap was made up successfully after the revolution.
· State the thesis statement:
· The education gap is made up by the youth in Iran. They promoted the student movement to help the society recover from the revolution.
· The scars left from the revolution
· The revolution lasted 3 years, young people who were supposed to be students had to quit school. The government forced schools to close. The chain of delivering knowledge was broken. And young people cannot find proper things to do when quitting school.
· Student movements
· After the cultural revolution, people in Iran realized they need to correct the current education situation recover the damages resulted from the revolution. Since Iran’s youth has a great number in the society, their power was not to be ignored. They started to fight for their own rights and profits. They were looking for ways to make up the damage has been down. Then the student movement eventually worked for recovering Iran’s education level.
· Conclusion
· The cultural revolution in Iran hurt its education continuity. However, the youth of Iran managed to make up for the damage caused by the cultural revolution. Student movements played the dominant role in this recovering process.
Bibliography:
Khosrow Sobhe (1982) Education in Revolution: is Iran duplicating the Chinese Cultural Revolution?, Comparative Education, 18:3, 271-280, DOI: 10.1080/0305006820180304
Mashayekhi M. The Revival of the Student Movement in Post-Revolutionary Iran. International Journal of Politics, Culture & Society. 2001;15(2):283. doi:10.1023/A:1012977219524.
Razavi, R. (2009). The Cultural Revolution in Iran, with Close Regard to the Universities, and its Impact on the Student Movement. Middle Eastern Studies, 45(1), 1–17. https://doi-org.ezproxy.lib.ou.edu/10.1080/00263200802547586
ZABARDAST, S. (2015). Flourishing of Occid ...
122820211Social Control Theory-Slides and data in CicelyBourqueju
12/28/2021
1
Social Control Theory
-Slides and data in this outline are from Adler, Mueller, and Laufer (2007, 2013, 2018, & 2022); Siegel
(2015); and modified by Manning (2007, 2013, 2015, 2018, & 2022).
T H E T H E O RY FAVO R E D BY M O S T C R I M I N O LO G I S T
Social Control theory
Social control theory focuses on techniques and strategies that regulate human behavior leading
to conformity or obedience to society’s rules.
Influences (family & school, religious beliefs, moral values, friends, & beliefs regarding
government).
12/28/2021
2
Theories of Social Control
MACROSOCIOLOGICAL STUDIES
Explore the legal system, particularly law
environment
Powerful groups
Social & economic government directives
MICROSOCIOLOGICAL STUDIES
Focus on informal systems
Data based on individuals
Examines one’s internal control system
Travis Hirschi
Social Bonds
Attachment: to parents, teachers, peers
Commitment: to conventional lines of action
◦ Educational goals
Involvement: with activities that promote the interests of society
◦ Homework or after school programs
Beliefs: acceptance of societies values
◦ Belief that law are fair
Hirshi’s Hypothesis was that Stronger the bonds = less delinquency & weaker bonds = increased
risk of delinquency
Scientific Research shows support:
◦ Hirshi conducted a self-report survey on 4,077 high school students in CA.
12/28/2021
3
Critics of Hirschi’s Bond theory
Criticism of social bond theory
◦ The influence of friendship
◦ Drug abuser stick together
◦ Failure to achieve
◦ Failing in school = few legitimate means
◦ Deviant parents and peers
◦ Gang member also create social bonds.
◦ Mistaken causal order
◦ Deviance may brake parental bonds
◦ Hirschi also counters the critics
◦ These bonds are weak and only created out of need – drug abuser will turn on one another.
Gresham Sykes and David Matza
Delinquency and Drift
Drift
◦ Most deviants also hold value in social norms.
◦ Must use tech. of neutralization to drift in and out of criminality.
Observation of neutralization:
◦ Criminals sometimes voice guilt over their illegal acts.
◦ Offenders frequently respect and admire honest, law abiding people (entertainers, & preachers).
◦ Criminal define whom they can victimize
◦ Criminals are not immune to the demands of conformity.
◦ They go to school, family functions and church.
12/28/2021
4
Gresham Sykes and David Matza
Delinquency and Drift
Techniques of neutralization:
◦ Denial of Responsibility
◦ Not my fault - accident
◦ Denial of Injury - No one hurt
◦ Denial of the Victim - Victim is no saint
◦ Condemnation of the Condemner
◦ Everyone has done worse things
◦ Appeal to Higher Loyalties
◦ Couldn’t let my friends down
◦ Studies show most adolescents know when they deviate
◦ So they use neutralization techniques to justify their behavior.
◦ Critics: Many adolescents have no empathy.
◦ Crimes are most often intraracial and within familiar areas.
Alb ...
12/28/2021
1
Social Control Theory
-Slides and data in this outline are from Adler, Mueller, and Laufer (2007, 2013, 2018, & 2022); Siegel
(2015); and modified by Manning (2007, 2013, 2015, 2018, & 2022).
T H E T H E O RY FAVO R E D BY M O S T C R I M I N O LO G I S T
Social Control theory
Social control theory focuses on techniques and strategies that regulate human behavior leading
to conformity or obedience to society’s rules.
Influences (family & school, religious beliefs, moral values, friends, & beliefs regarding
government).
12/28/2021
2
Theories of Social Control
MACROSOCIOLOGICAL STUDIES
Explore the legal system, particularly law
environment
Powerful groups
Social & economic government directives
MICROSOCIOLOGICAL STUDIES
Focus on informal systems
Data based on individuals
Examines one’s internal control system
Travis Hirschi
Social Bonds
Attachment: to parents, teachers, peers
Commitment: to conventional lines of action
◦ Educational goals
Involvement: with activities that promote the interests of society
◦ Homework or after school programs
Beliefs: acceptance of societies values
◦ Belief that law are fair
Hirshi’s Hypothesis was that Stronger the bonds = less delinquency & weaker bonds = increased
risk of delinquency
Scientific Research shows support:
◦ Hirshi conducted a self-report survey on 4,077 high school students in CA.
12/28/2021
3
Critics of Hirschi’s Bond theory
Criticism of social bond theory
◦ The influence of friendship
◦ Drug abuser stick together
◦ Failure to achieve
◦ Failing in school = few legitimate means
◦ Deviant parents and peers
◦ Gang member also create social bonds.
◦ Mistaken causal order
◦ Deviance may brake parental bonds
◦ Hirschi also counters the critics
◦ These bonds are weak and only created out of need – drug abuser will turn on one another.
Gresham Sykes and David Matza
Delinquency and Drift
Drift
◦ Most deviants also hold value in social norms.
◦ Must use tech. of neutralization to drift in and out of criminality.
Observation of neutralization:
◦ Criminals sometimes voice guilt over their illegal acts.
◦ Offenders frequently respect and admire honest, law abiding people (entertainers, & preachers).
◦ Criminal define whom they can victimize
◦ Criminals are not immune to the demands of conformity.
◦ They go to school, family functions and church.
12/28/2021
4
Gresham Sykes and David Matza
Delinquency and Drift
Techniques of neutralization:
◦ Denial of Responsibility
◦ Not my fault - accident
◦ Denial of Injury - No one hurt
◦ Denial of the Victim - Victim is no saint
◦ Condemnation of the Condemner
◦ Everyone has done worse things
◦ Appeal to Higher Loyalties
◦ Couldn’t let my friends down
◦ Studies show most adolescents know when they deviate
◦ So they use neutralization techniques to justify their behavior.
◦ Critics: Many adolescents have no empathy.
◦ Crimes are most often intraracial and within familiar areas.
Alb ...
Students will use primary images as a model for creating their own "display" of states and choosing a "centerpiece" that defines our nation today. This lesson can accompany the distance learning broadcast, Primarily George.
Webinar presentation TEACHING WITH PRIMARY SOURCEStabor1
Teaching with Primary Sources (not only in history lessons) with a lot of links to useful websites
A presentation by Scott Waring, University of Central Florida
Dr. B.C. DeSpain, National Forum Journals, www.nationalforum.comWilliam Kritsonis
Dr. B.C. DeSpain, National Forum Journals, www.nationalforum.com
Dr. William Allan Kritsonis, Editor-in-Chief, National FORUM Journals, www.nationalforum.com
This lesson explores George Washington’s leadership and character as commander-in-chief of the Revolutionary War by bringing to life the relationships between him and his generals as they fought for our nation’s freedom.
Students will discuss the selection of George Washington as commander of the Continental Army, evaluate his qualifications, and decide if he was, indeed, the right choice.
The intent of this lesson is to familiarize students with the similarities and differences in the views of classical philosophers and George Washington.
Only two letters from George Washington to Martha Washington are known to exist, as Martha destroyed personal correspondence after his death. From these two surviving documents, historians have long tried to analyze the relationship between the two. In this assignment, students will perform their own analyses by reading the letters and writing an original English sonnet – a poetic form often used to convey themes of love, romance, and relationships – from George Washington to his wife, Martha.
Students examine George Washington’s 1799 Slave Census to discover Washington as a meticulous businessman and slave owner and to gain information about the institution of slavery in the 18th century.
Students use cooperative learning, problem solving, and project-based activities to discover journeys George Washington made during the Revolutionary War, create 18th century maps, and compare them to modern state boundaries, towns, and roads.
Students explore and describe Emmanuel Leutze's painting, "George Washington Crossing the Delaware," and research the artist, the Revolutionary war at the time depicted, and the work itself. They then write and perform a one-act play dramatizing the events and action leading up to the crossing.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
1. Who Are Our
Greatest Presidents?
Intended Grade Level: High School
Lesson Purpose: The President of the United States receives media coverage on a daily
basis and is often ranked against or compared to past presidents. This lesson will help
students actively develop their own conclusions rather than passively absorb ideas
generated by the media or other outside influences. It will provide them with a
systematic, analytical method to compare past presidents with current or potential
future presidents, and to determine their own research‐based ranking system.
Lesson Objectives:
• Students will reach consensus within their group regarding the five most
important categories/criteria needed to rank or rate a President of the United
States.
• Students will analyze how their selected categories/criteria apply to past
Presidents of the United States.
• Students will rank U.S. Presidents based on their selected categories/criteria.
• Students will apply their selected categories/criteria to our current U.S.
President and/or presidential candidates.
National Standards:
NSS‐C.9‐12.2 FOUNDATIONS OF THE POLITICAL SYSTEM
• What are the Foundations of the American Political System?
• What is the American idea of constitutional government?
• What are the distinctive characteristics of American society?
• What is American political culture?
•
NSS‐C.9‐12.3 PRINCIPLES OF DEMOCRACY
What values and principles are basic to American constitutional democracy?
• How Does the Government Established by the Constitution Embody the Purposes, Values, and
Principles of American Democracy?
• How are power and responsibility distributed, shared, and limited in the government established
by the United States Constitution?
• How is the national government organized and what does it do?
2. • How are state and local governments organized and what do they do?
• What is the place of law in the American constitutional system?
• How does the American political system provide for choice and opportunities for participation?
NL‐ENG.K‐12.7 EVALUATING DATA
Students conduct research on issues and interests by generating ideas and questions, and by posing
problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint
texts, artifa s, people) to communicate their discoveries in ways that suit their purpose and audience.ct
NL‐ENG.K‐12.8 DEVELOPING RESEARCH SKILLS
Students use a variety of technological and information resources (e.g., libraries, databases, computer
networks, video) to gather and synthesize information and to create and communicate knowledge.
Materials:
• Handouts “Generalship” and “Candidate for Commander in Chief”
Timeframe: Approximately three class sessions
Procedures:
1. Students will brainstorm criteria that could be used to rank leaders. Begin by
considering an example of a type of leader with which students are familiar, such
as Student Council President, Coach, Scout Troop Leader, Mayor, School
Principal, or Governor. Classify student responses into categories such as
organizational skills, personality or attitude, motivational skills, communication
or interpersonal skills, thinking or problem-solving skills, personal
accomplishments, talents, etc. Then ask: Do these categories also cover attributes that
the President of the United States should have? Discuss.
2. Brainstorm additional or different categories that could be used to rank Presidents of
the United States.
3. Introduce, define, and discuss Arthur M. Schlesinger’s presidential rating criteria (or
any other similar criteria you may wish to use):
• Background
• Party Leadership
• Communication Ability
• Relationship with Congress
• Court Appointments
• Handling of U.S. Economy
3. • Luck
• Ability to Compromise
• Willing to Take Risks
• Executive Appointments
• Overall Ability
• Imagination
• Domestic Accomplishments
• Integrity
• Executive Ability
• Foreign Policy Accomplishments
• Leadership Ability
• Intelligence
• Avoid Crucial Mistakes
• Your Present Overall View
2. Divide students into small groups and ask each group to select and agree upon
five presidential leadership criteria they find most important.
3. Student groups will then research their five selected criteria as they apply to
President George Washington and two other past presidents from the following
suggested list: Abraham Lincoln, Franklin D. Roosevelt, Theodore Roosevelt, and
Thomas Jefferson. (Explain that these men are frequently ranked as the top five
Presidents of the United States.) Have students make a chart that organizes and
presents their findings neatly.
4. Students should analyze their research findings to create and support their own
ranking of their three selected presidents. (This first exercise serves as a
formative assessment and can be repeated throughout the study of United States
history or civics. As a summative assessment, students can choose additional
presidents they wish to compare and apply the same categories to reach their
own conclusions.)
5. Students should add the current President of the United States to their chart and
develop a research‐based conclusion about how this president will rank in
United States history. This lesson could be extended or varied during an election
year, in which students could be required to evaluate presidential candidates.
4. 6. Students can discuss how their conclusions agree and disagree with rankings of
past presidents and media coverage of the current U.S. President and/or roster
of presidential candidates.
7. Teachers could also alter this lesson to focus entirely on general leadership skills
or on worldwide leaders throughout history.
This has been adapted from a lesson by Marcia Applen, Teachers Institute 2006.