Democracy in Theory and Practice

STRATEGIES

I will use Bloom's Taxonomy to communicate this information to my students. This Taxonomy is comprised of six levels. All levels involve critical thinking, but they progress from the most basic to the most complex. Since my students are in our school's gifted program, I will concentrate more heavily on the top three levels because those are the levels at which I want my students to be functioning. First I will first give a brief overview of Bloom's Taxonomy, progressing from lowest to highest.

Bloom's Taxonomy

1. Knowledge - remembering, memorization, learning terms and facts
2. Comprehension - understanding the uses of the terms, facts, concepts
3. Application - implementation, making use of information in new situations.
4. Analysis - determining how parts relate when material is broken down, evaluate relevancy
5. Synthesis - creating, putting elements together, generating
6. Evaluating - making judgments based on criteria such as rubrics, and standards

Socratic Seminars

The purpose of a Socratic Seminar is to answer an essential question, while gaining more of an understanding of issues, ideas, values, principles, etc. through thoughtful dialogue. Participants create an environment in which opinions are shared, refuted, and refined as they engage in discussion with the other members of the group. This technique helps to teach respect and tolerance for other's viewpoints, even if diverse opinions exist among the group. They can also lead to increased problem solving skills, as well as more confidence in public speaking. Participants also learn to practice listening in a Socratic Seminar, a skill that most people could develop to a further extent! The Seminars can also help participants clarify ideas and values, as well as open new avenues into thinking that were not there before. (Bloom's Level 5)

Writing

Students will have an opportunity to practice their writing throughout this unit. They will interpret, research, survey, plan, and revise as they work through the various assignments. Through researching and writing a speech about their candidate of choice students will develop persuasive writing skills as well as awareness of the audience to whom they are writing. Through analysis of graphs, poll results, and various political essays, students will become more discerning readers and writers. As students write creatively, analytically, and persuasively, they will find their voice as writers. (Bloom's Levels 3, 4, 5)

Discussion Continuum

This activity is used for students to determine where they stand on a topic or issue. Using a dry erase board, sidewalk and chalk, or simply an extended piece of yarn on the floor, a line is drawn/made, with agree at one endpoint, and disagree at the other. The teacher will read a statement and students will place a Post-it note somewhere along the continuum. Used early on in the unit, this can help students determine their position on certain issues for themselves. Used later in the unit, students will be aware of the opinions they have formed through the course of the unit. If a discussion continuum is used both at the beginning and end of the unit, students can discern the ways their views may have changed as they have learned more about the issues. However this is used, it generates interaction and discussion. (Bloom's Level 4)

Note Taking

Students will practice outlining and taking notes from classroom lectures and discussions. These skills are integral to their success in high school and beyond. Purposeful note taking as students listen to a classroom lecture will be stressed because information presented in class will contain the central concepts of the material in the unit. As students learn to take notes on key important points and weed out the trivial, their critical thinking increases. Students will also improve their note taking skills through observation of various political debates. (Bloom's Levels 1, 2)

Think/Pair/Share

The class will be divided into small groups of students, with no more than three per group. Students will be given information about one of the concepts covered in the unit, either verbally or in writing. If it is written information students are to read it silently first. They will then discuss the information with their group, and then all groups will share their observations with the entire class. These discussions will generate debate as well as help students begin to form their opinions on the issues surrounding the office of the president, political parties, and the electoral process. (Bloom's 3, 4, 5)

Debate

Students will be involved in a debate on each of the key themes of this unit. Regardless of their stand on an issue, the political candidates and their respective platforms, students will defend all positions in classroom debates. Students will use information they have learned in the unit on which to build their arguments. Using debate in the classroom helps foster divergent thinking, teamwork, listening skills, and cooperation. A variation of the more well-known form of debate is one that my students and I call "Go to Your Corner!" Debate. Students will listen to a statement, then travel to the corner of the classroom which has the viewpoint that they most adhere to. With their peers in the corner, they write a rationale for why they choose that particular viewpoint. This type of debate will also be incorporated into unit lessons. (Bloom's Levels 4, 5)

Political Cartoons

Students will collect editorial cartoons relating to the upcoming presidential election. Class discussions will involve interpreting the intent of the artist, fallacies found in the pictures, and other possible meanings that could be inferred by the reader. Students will also create their own political cartoons about the presidential election. This type of critical analysis of the issues can promote interest and encourage dialogue among even the more reluctant learners. (Bloom's Level 2, 3, 4)

Conducting a Survey

Students will examine several types of basic polling techniques. Working in groups, students will create a poll aimed at registered voters. They will examine the issues surrounding voter turnout, and create questions based on this examination. Once students have administered the poll to a predetermined number of registered voters, they will write an essay summarizing their findings. (Bloom's Level 5)

Reading, Interpreting, and Creating Graphs

Students will collect, analyze, and discuss graphs that relate directly to the presidential campaign. They will also create two separate graphs from their own research. One will be based on the survey listed above. The other will be a graph of their choice relating to the presidential candidates in which they will poll a predetermined number of their peers as to their preference for president. They will then graph their results and write a summary paragraph. (Bloom's Levels 4, 5)

Voter Participation Initiative

Once students have studied the need for voter participation as well as the percentages of voters who do not vote, they will design a flyer for their neighborhood. The flyer will contain information about where the polling station is located for that area, the date of the election, and the times that the polls open and close. They will also include three sound reasons why it is important for all registered voters should exercise their right to do so. If possible, students will display their flyers in a public location, such as a local business. (Bloom's Levels 2, 3)

Research

Using on-line resources, magazines, television, mailings, and other available media, students will develop an understanding of the platform of the Republican and Democratic candidates. They will watch televised debates between the candidates. They will also analyze current political advertisements for both sides. Students will examine information for examples of hyperbole, inaccurate information, and negative campaigning. This research will culminate in a speech, detailed below. (Bloom's Levels 1-5)

Speech Writing and Delivery

Once students have researched the candidates, and watched the candidates deliver speeches, they will prepare their own three minute speech for their preferred candidate. Speeches will be presented in class, and must be accurate, but persuasive. Those students with the required information and engaging delivery style will be given the opportunity to deliver their speeches to the student body at a get out the vote gala. These speeches will be followed by a school-wide election, detailed below. (Bloom's Levels 1, 5)

School-wide Election

On the day before the actual election, students will conduct an election for the entire student body. Prior to election day, they will have conducted voter registration drives, and campaigned for their respective candidates. Only "registered voters" will be allowed to participate. Students will prepare ballots, open the "polls," and ensure that "voter fraud" does not occur. They will also devise a system based on the Electoral College for determining the winner. Leadership, problem solving, and organizational skills will be developed as students plan and conduct the election. This activity is a culmination of all of the activities covered in this unit.