1. ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences

2. ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences Nichole Meeks Civics & Government/Voting 4th grade Voice your Vote

3. ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences Goals: Explain the importance of voting and how it can make our countries and town a more fair place to live Give students the opportunity to engage in a voting activity Provide a real world connection Objectives: Content/Knowledge: Students will be able to explain the importance of voting. Students will engage in a mock voting activity. Students will be able to construct and present an argument about how they voted and why. Process/Skills: Critical Thinking Analyzing Values/Dispositions: Receiving Responding Valuing Organization Characterization

4. ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences Rationale: Students that learn the importance of voting at an early age will be more likely to be proactive citizens when they reach legal voting age. The act of voting also encourages the use of reasoning and arguments to explain a point of view. Standards: State – Illinois Common Core or Learning Standards 14.C.2 Describe and evaluate why rights and responsi­bilities are important to the individual, family, community, workplace, state and nation (e.g., voting, protection under the law). 14.D.2 Explain ways that individuals and groups influence and shape public policy. National – NCSS Themes People, Places, Environments Individual Development and Identity Individuals, Groups, and Institutions Power, Authority, and Governance

5. Musical/Rhythmic

6. Musical/Rhythmic The unit will open with a showing of School House Rock’s song and video “Electoral College” to introduce students to the act of voting and its importance in choosing who will make decisions for our countryElectoral College

7. Body/Kinesthetic

8. Body/Kinesthetic The teacher will create a “voting booth” with a desk and a curtain. The booth will be equipped with pencils and slips of paper allowing students to vote for one of three books they’d like to read later in the day. (The teacher should show children the book before they vote in order to help them decide which they want) Their choices will be: Vote! By Eileen Christelow, If I Ran for President by Catherine Stier, or My Teacher for President by Kay Winters. Students will make a single file line and take turns casting their vote for which book they wish to read. Vote! By Eileen Christelow If I Ran for President by Catherine Stier My Teacher for President by Kay Winters

9. Logical/Mathematical

10. Logical/Mathematical After the votes have been cast, the teacher will write results on the board in the form of tally marks. Students must then analyze the data and create a bar graph to determine which book gained the most votes and which book gained the least. Vote! By Eileen Christelow, IIII II If I Ran for President by Catherine Stier, IIII My Teacher for President by Kay Winters IIII

11. Verbal/Linguistic

12. Verbal/Linguistic After it is determined which story received the most votes, the teacher will project the book onto a screen and students will take turns reading portions of the story aloud.

13. Visual/Spatial

14. Visual/Spatial Students will go to the computer lab and log into the Democracy Project interactive website where they will learn facts about voting, its history, and then they can participate in a mock voting about an issue they feel is important.Democracy Project

15. Intrapersonal

16. Intrapersonal Students will be presented with the writing prompt below and asked to vote and create a ½ page argument explaining their reasoning: The park in your community has been neglected. Nobody mows the grass or plants flowers. The playground toys are rusty and unsafe to play on. Some of the people in town suggest tearing down the equipment in the park and building a mall that will create jobs and income for the city. Others don’t like the idea and think that money should be spent restoring the park, digging a lake, and building a new playground for people to enjoy. How would you vote at the town’s meeting and why?

17. Interpersonal

18. Interpersonal Depending on which side students chose, they will be placed into two groups. Students in favor of the mall will be in one group and students in favor of restoring the park will be in another. If the groups are uneven in number, a few students will play the role of the city council. Each group must prepare a poster to present to the city council explaining why they feel their idea is the best choice for the community. The students of the city council will then discuss and agree on which side they felt presented the best case.

19. Naturalistic

20. Naturalistic The lesson will conclude with either a trip to a local election office or a visit from an election official. Either experience will give students a perspective on voting from outside the classroom. They will be able to ask questions and learn more about how to vote and why.

21. ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences Visual Learning and Assessment: Visual Learning, Assessment, and Online Resources: Assessment: 1. Following the final activity in the lesson, the field trip/guest speaker, students will write a reflective paper about what they have learned about voting. The paper will include why voting is important, how to vote, what types of issues people vote on, and if students plan to vote when they are old enough. Online Resources: 1. http://www.delicious.com/nmeeks86