Presidential Election of 1912           

                                                           

Created by:  Roxanne Lilly and Judy Willcutt                        

 

 

 

Introduction Task Process Evaluation   Conclusion   Teacher Page

 

 

Introduction

 

The United States presidential election of 1912 was one of the most interesting elections in modern U. S. history.  One of the major political parties was so full of dissention that it split into two parties This caused a candidate to be elected that received less that half of the popular vote, and one of the candidates was actually shot while campaigning!

 

Introduction   Task   Process   Evaluation   Conclusion   Teacher Page

 

Task

The class will be divided into four groups.  Each group will be assigned to research one of the political parties active in the election of 1912.  Your group will:

  • Identify your candidate
  • Investigate the issues
  • Describe the events of the political convention
  • Examine the election results
  • Produce a PowerPoint presentation

Introduction   Task   Process   Evaluation   Conclusion   Teacher Page

 

Process

  • Each participant will read the chapter on Progressivism in your text for background information.
  • The class will be divided into four groups, each investigating each political party.

ü      Democrat

ü      Progressive

ü      Republican

ü      Socialist

  • Each participant will be assigned a task to investigate:

ü      Candidate

ü      Issues

ü      Political Conventions

ü      Election Results

  • Each group will present an oral presentation using PowerPoint to illustrate their findings.
  • Participants will go to the following links:

ü      Ohio State

ü      Presidential elections of 1912

ü      Issues

ü      Biographies

ü      Electoral Map

 

Introduction   Task   Process   Evaluation   Conclusion   Teacher Page

 

Evaluation

 

Rubric

ACTIVITY

Exemplary

 

Proficient

 

Partially Proficient

 

Incomplete

 

POINTS

Research and Note taking

6 points

Note cards indicate group members accurately researched varied information sources, recorded and interpreted statements, graphics and questions and evaluated alternative points of view

4 points

Note cards show groups members recorded relevant information from multiple sources of information, evaluated and synthesized relevant information.

2 points

Note cards show group members misinterpreted statements, graphics and questions and failed to identify relevant arguments.

1 point

Note cards show group members recorded information from two or less sources, and ignored alternative points of view.

 

Introduction

6 points

The introduction presents the overall topic and draws the audience into the presentation with compelling questions or by relating to the audience’s interests or goals.

4 points

The introduction is clear and coherent and relates to the topic

2 points

The introduction shows some structure but does not create a strong sense of what is to follow.  May be overly detailed or incomplete and is somewhat appealing to the audience.

1 point

The introduction does not orient the audience to what will follow.  The sequencing is unclear and does not appear interesting or relevant to the audience.

 

Content

10 points

The content is written clearly and concisely with a logical progression of ideas and supporting information.

Information is accurate, current and comes mainly from web sources.

7 points

The content is written with a logical progression of ideas and supporting information.

Includes persuasive information from primary sources.

4 points

The content is vague in conveying a point of view.

Includes some persuasive information with few facts.

Some of the information may not seem to fit.

Web source use is not always clear.

1 point

The content lacks a clear point of view.

Includes little persuasive information and only one or two facts about the topic.

Information is incomplete or incorrect.

 

Text Elements

6 points

The fonts are easy-to-read and point size varies appropriately for headings and text.

Use of italics, bold, and indentations enhances readability.

The background and colors enhance the readability of text.

4 points

Sometimes the fonts are easy-to-read, but in a few places the use of fonts, italics, bold, long paragraphs, color or busy background detracts and does not enhance readability.

2 points

Overall readability is difficult with lengthy paragraphs, too many different fonts, dark or busy background, overuse of bold or lack of appropriate indentations of text.

1 point

The text is extremely difficult to read with long blocks of text and small point size of fonts, inappropriate contrasting colors, poor use of headings, subheadings, indentations, or bold formatting

 

Writing Mechanics

10 points

The text is written with no errors in grammar, capitalization, punctuation, and spelling.

7 points

The text is clearly written with little or no editing required for grammar, punctuation, and spelling.

4 points

Spelling, punctuation, and grammar errors distract or impair readability.

(3 or more errors)

1 point

Errors in spelling, capitalization, punctuation, usage and grammar repeatedly distract the reader and major editing and revision is required. 

(more than 5 errors)

 

Teamwork

6 points

The group documents how members brainstormed, discussed, assumed roles and solved problems.

Provides evidence that group members helped one another, shared ideas, developed and evaluated their finished product.

The project is clearly a group effort.

4 points

The group documents how members divided tasks, shared the workload and managed problems in a way that advanced the group goal.

2 points

The group occasionally helped one another but required teacher assistance to resolve differences.

One-person documents that he/she did most of the work and/or problems were not managed in a way that advanced the group goal.

1 point

The group required teacher assistance with dividing tasks and resolving differences.

Few people contributed their fair share of work.

 

Presentation

6 point

The student maintains eye contact with the audience, seldom returning to notes.

Uses a clear voice and correct, precise pronunciation of terms so that all audience members can hear presentation.

4 points

The student’s voice is clear.  Pronounces most words correctly.  Most of audience members can hear presentation.

2 points

Student’s voice is low.  Incorrectly pronounces terms.  Audience members have difficulty hearing presentation.

 

1 point

Student mumbles, incorrectly pronounces terms, and speaks too quietly for students in the back of class to hear.

 

                                                                                                    Total_______

 

Introduction   Task   Process   Evaluation   Conclusion   Teacher Page

 

Conclusion

Congratulations students!  You have discovered that your computer is an excellent learning tool as you successfully completed the Web Quest assignment on the presidential election of 1912.  You have learned why this presidential election was so unique and demonstrated this in your PowerPoint presentation.

 

Introduction   Task   Process   Evaluation   Conclusion   Teacher Page

 

Teacher Page

 

 

Subject Area: Regular U. S. History

 

Grade Level: 11th grade and AHSGE social studies remediation

 

Standards:

ALHGE V

Curriculum:

The student will understand the concept and development of the early twentieth century. 

Identify and explain the significance of the election of 1912.

 

Technology:

 

16-Evaluate the accuracy, appropriateness, and bias of electronic information.

20-Explain types of tasks for which technology may be used in school, home, and business.

23-Apply appropriate techniques for producing word processing documents.

32-Demonstrate ways technology is used for transfer of information.

33-Demonstrate proficiency in presenting digital information.