Introduction Task Process= Eval= uation Conc= lusion Tea= cher Page

Introduction

Have you se= en the signs with different colors and candidate’s names throughout the city? This is an election year! Now it is your opportun= ity to discover which candidate you would support. You will be comparing and contrast= ing the presidential candidates by analyzing a few of the main campaign issues.=

<= /o:p>

Task

1. The = class will be divided into eight groups. You will be assigned the role of a Democratic Party supporter or a Republican Party supporter. Each group will be responsible for explaining the democratic or republican position on two of the major campai= gn issues. The groups and assign= ed issues are as follows:

¨ G= roup One—Democratic Supporters (Kerry)&nbs= p;

1. = Abortion

2. = Economy

¨ G= roup Two—Republican Supporters (Bush)

1. = Abortion

2. = Economy

¨ G= roup Three—Democratic Supporters (Kerry)

1. = Education

2. = Environment

¨ G= roup Four—Republican Supporters (Bush)

1. = Education

2. = Environment

¨ G= roup Five—Democratic Supporters (Kerry)

1. = Gun Control

2. = Health Care

¨ G= roup Six—Republican Supporters (Bush)

1. = Gun Control

2. = Health Care

¨ G= roup Seven—Democratic Supporters (Kerry)

1. = Homeland Security/National Security

2. = Social Security

¨ G= roup Eight—Republican Supporters (Bush)

1. = Homeland Security/National Security

2. = Social Security

2. Be prepared to present your group findings= to the class.

3. You will compare and contrast the two 2004 presidential candidates based on all eight issues. Be sure to pay attention to each group’s presentation! After listenin= g to the group presentations, you will choose your candidate!<= /h2>

Process

Step 1

As a group,= you will investigate your assigned issues and write a persuasive essay (one standard five paragraph essay for each issue) explaining your candidateR= 17;s position on each issue. Use t= he following sites for your investigation:

1.       http://www.gop.com/

2.       http://www.democrats.org/=

3.       http://www.issues2000.org/

4.       http://www.politics1.com<= /span>

5.       http://www.presidentmatch.com/<= o:p>

6.       http://www.georgewbush.com/

7.       http://www.johnkerry.com/index= .html

=

Step 2

Each group = will present their group’s finding to the class. Your presentation should be three = to five minutes.

=

Step 3

As each gro= up presents, listen carefully to their argument. While the groups are presenti= ng, use the attached worksheet to compare and contrast the candidate’s positi= on on each issue (Worksheet). Choose the candidate you would most likely support based on what you have learned.

=

Evaluation

CATEGORY

4

3

2

1

Internet Use

Successfully uses suggested internet links to find information and navigates within these sites easily without assistance.

Usually able to use suggested internet links to find information and navigates within these sites easily without assistance.

Occasionally able to use sugg= ested internet links to find information and navigates within these sites easily without assistance.

Needs assistance or supervisi= on to use suggested internet links and/or to navigate within these sites.<= /o:p>

Paragraph Construction<= /o:p>

All paragraphs include introd= uctory sentence, explanations or details, and concluding sentence.

Most paragraphs include introductory sentence, explanations or details, and concluding sentence.<= o:p>

Paragraphs included related information but were typically not constructed well.

Paragraphing structure was not clear and sentences were not typically related within the paragraphs.

Quality of Information<= /o:p>

Information clearly relates t= o the main topic. It includes several supporting details and/or examples.<= /o:p>

Information clearly relates t= o the main topic. It provides 1-2 supporting details and/or examples.

Information clearly relates t= o the main topic. No details and/or examples are given.

Information has little or not= hing to do with the main topic.

Preparedness

Student is completely prepare= d and has obviously rehearsed.

Student seems pretty prepared= but might have needed a couple more rehearsals.

The student is somewhat prepa= red, but it is clear that rehearsal was lacking.

Student does not seem at all prepared to present.

=

=

This project is worth= 100 points:

16--- 100pts.        &= nbsp;     9--- 56pts.

15--- 94pts.        &= nbsp;       8--- 50pts.

14--- 88pts.        &= nbsp;       7--- 44pts.

13--- 81pts.        &= nbsp;       6--- 38pts.

12--- 75pts.        &= nbsp;       5--- 31pts.

11--- 69pts.        &= nbsp;       4--- 25pts.

10--- 63pts.        &= nbsp;       Less than 4--- 0pts.

Conclusion

Now that you have completed the assignment, y= ou have made an informed decision about who you would support in the 2004 presidential election!

Back to Student Page

Introduction   Task   Process=    Eval= uation   Conc= lusion   Tea= cher Page

Teacher Page

Subject Area:

Social Stud= ies

Grade Level:

11- 12 grad= e

Learner Information:

Website lin= ks –

http://www.gop.com/

http://www.democrats.org/<= /a>

http://www.issues2000.org= /

http://www.politics1.com

http://www.presidentm= atch.com/

http://www.georgewbush.c= om/

http://www.johnk= erry.com/index.html

Resources- =

Worksheet<= /p>
Comparison Chart

Curriculum Standards:

Government = #15 –Examine the various roles of the citizen in participatory democracy.=



Technology Standards:

Personal Co= mputer

Internet Ac= cess

Grades 9-12= :

38.&n= bsp; Identify useful information from a search.

a.      Evaluate for accuracy, appropriateness= and relevance

b.      Evaluate for comprehensive and bias

c.      Compare information from at least two sources

39. Ta= ke notes and paraphrase from a search.

40. Record information necessary for citation.=

41. Utilize technology for solving problems and making data-driven decisions.

42. Use appropriate tools and technology resources to resolve information conflicts= by    validating information through research and comparison of data.

    =

B= ack to Student Page=

CATEGORY	4	3	2	1
Internet Use	Successfully uses suggested internet links to find information and navigates within these sites easily without assistance.	Usually able to use suggested internet links to find information and navigates within these sites easily without assistance.	Occasionally able to use sugg= ested internet links to find information and navigates within these sites easily without assistance.	Needs assistance or supervisi= on to use suggested internet links and/or to navigate within these sites.<= /o:p>
Paragraph Construction<= /o:p>	All paragraphs include introd= uctory sentence, explanations or details, and concluding sentence.	Most paragraphs include introductory sentence, explanations or details, and concluding sentence.<= o:p>	Paragraphs included related information but were typically not constructed well.	Paragraphing structure was not clear and sentences were not typically related within the paragraphs.
Quality of Information<= /o:p>	Information clearly relates t= o the main topic. It includes several supporting details and/or examples.<= /o:p>	Information clearly relates t= o the main topic. It provides 1-2 supporting details and/or examples.	Information clearly relates t= o the main topic. No details and/or examples are given.	Information has little or not= hing to do with the main topic.
Preparedness	Student is completely prepare= d and has obviously rehearsed.	Student seems pretty prepared= but might have needed a couple more rehearsals.	The student is somewhat prepa= red, but it is clear that rehearsal was lacking.	Student does not seem at all prepared to present.
=