Understanding & Re-evaluating the Electoral College Rachel McHugh & Jackie O’Boyle Ed 200 Fall 05 Curriculum Project Trinity College

Context 8 th grade class Hartford Middle School Social Studies Class Part of a larger unit on American History and Government Over a period of 5 consecutive days

Justification The majority of people in the United States do not know the process through which the President is elected In many elections, including the elections of 2000 and 2004 the Electoral College has played a critical role in determining which candidate is elected President The New York State Education Department requires that all students in New York State learn about the Electoral College.

Objectives Students will… Understand what the electoral college is and why it was formed Demonstrate how the electoral college works through a mock election Construct their own system of voting by altering the way the Electoral College is currently run Assess the suggested changes made to the Electoral College Argue which election process is best suited for current elections in the United States Experience a feeling of empowerment in knowing that they can participate and have an effect on their government

Days 1 and 2 Question: How many times have your parents or your teachers been able to vote for the President? Goals: 1.To relate the electoral college to the lives of the students 2.To teach the rules and laws of the Electoral College 3.To begin discussion on the Electoral College and how it works

Day 3: Mock Election Goal: Students observe first hand the effect the Electoral College has on the election process. Activity: 1.Divide class into different sized groups to represent different states and designate a corresponding number of electors for each group or state. 2.The students will vote in their groups and the electors for each group will then vote a second time based on the majority vote for their group. 3.The popular vote and the electoral vote will both be written on the board and results will be discussed.

Day 4: Analyzing and Re-evaluating The students consider the results from the first election and create an alternate election process. The students vote a second time based on the election process they created. Students will evaluate the results of both elections as a class. Students will discuss the differences between the Electoral College and the newly formed electoral process and explain why they made alterations and which process works better. The students will revaluate their creation and discuss their reasoning for making those changes.

Day 5: Taking Action Activity: Students will each write a letter to their Congressmen explaining any changes they feel should be made to the Electoral College and why. Goal: Students feel they can make a difference by sharing their ideas with someone directly involved in the election process.

Assessment Students Letters to Congressmen meet the following criteria Display a basic understanding of the Electoral College and the effects it has on an election The changes to the Electoral College must be clearly explained and defined Students must clearly explain why their changes to the Electoral College will improve the current system of electing the President