TA 355 POLITICAL SCIENCE USING CREATIVE DRAMA UNIT PLAN RATIONALE FOR THE LESSON: This unit plan

is designed to help students begin to understand the complex political systems through a series of civic lessons. Each section of the unit builds on the one before to ask students to look critically at political candidates, issues and campaign strategies. Teachers can add or subtract pieces or further scaffold to fit their individual classes, time frames, and curricular demands. This unit plan can be used from third through fifth grades. This is a multi-lesson unit plan. The unit begins with students forming a suffrage timeline tableaux in order to solidify their understanding of how voting rights have expanded in American history. Using tableaux will allow for a deeper analysis of suffrage in American history. The unit then transitions into a lesson of teacher in role in which the students will interview a important political figure to help students begin to appreciate the importance of knowing the facts about a possible candidate before voting. By utilizing the drama technique of teacher in role, students will be able to transfer abstract concepts into concrete experiences which will further facilitate comprehension. The third and fourth lessons use role play to help student solidify understanding of concepts. Using role play can help students develop better understanding of viewpoints and can also assist in expanding vocabularies and language skills. In the third lesson the students will be separated into teams and asked to discuss the issues and then be asked to role play a debate. The fourth lesson focuses on recognizing the rhetoric of political candidates during a debate and students will be asked to create real campaign commercials identifying the different rhetoric techniques. Throughout the unit we will talk about different ideas and values which are important to us. We will talk about those in political sense and then relate it back to the importance of voting. In the last lesson of this unit students will be encouraged to do research on the current political candidates. Then students will be asked to write a formal letter to an elected official about an issue they care about.

OUTCOMES: For the Students: GOALS: C.4.1 Identify and explain the individual's responsibilities to family, peers, and the community, including the need for civility and respect for diversity

C.4.2 Identify the documents, such as the Declaration of Independence, the Constitution, and the Bill of Rights, in which the rights of citizens in our country are guaranteed. C.4.3 Explain how families, schools, and other groups develop, enforce, and change rules of behavior and explain how various behaviors promote or hinder cooperation C.4.5 Explain how various forms of civic action such as running for political office, voting, signing an initiative, and speaking at hearings, can contribute to the well-being of the community C.4.6 Locate, organize, and use relevant information to understand an issue in the classroom or school, while taking into account the viewpoints and interests of different groups and individuals COMPREHENSIVE LEARNING OBJECTIVE: The students will be able to explain their role and the meaning of civil responsibility as well as further their comprehension and critical thinking in order to understand the basic purposes of civic duty in American society.

MATERIALS: Elizabeth Leads the Way: Elizabeth Cady Stanton and the Right to Vote by Tanya Lee Stone and Rebecca Gibbon Copies of the five of main events of both books. The Fifteenth Amendment: African-American Men's Right to Vote by Susan Banfield Copies of the five main events of the book Costumes: 1800's era style or similar clothing Camera Props: Glasses o Suit jacket o Briefcase Ties Suit Jackets Two podiums Current election videos Prop bag for commercial (e.g., healthcare items, money/bank, paper, makers, Nerf gun...) DAY ONE: SUFFERAGE TIMELINE TABLEAUX PROCEDURES: Introduction (10min): Environment Walk: Ask students to move to an open space.

Have students stand up and walking around the open area in a neutral walk, making sure they are constantly moving around the space. Tell students to make sure to cover all the open space in the room. Tell the students that once they are walking around the space you are going to say "freeze." Tell them when you say "freeze" that they are to stop and look, look, and listen for the next direction. While students are "frozen" explain the next direction. Tell the students they will now greet everyone they pass with a handshake and a "hello." Tell students they need to remember that they may only say "hello" and my only shake hands. Say "Freeze" again. Go back to Actor Neutral Walk Give students a new instructions o Walk as if you are a superhero o Actor Neutral Walk o Walk as if you are scared and trying not to show it o Actor Neutral Walk o Walk as if you know a secret that no one else knows o Actor Neutral Walk o Greet as if you are proud of the person. o Actor Neutral Walk o Greet as if you disapprove of something the person is doing o Actor Neutral Walk

Reflection: o How did you walk when you were walking like a superhero? o What about when you knew a secret that no one else knows? o What about when you disapproved of something the person was doing?

Gather students on carpet to discuss suffrage in American History. Does anyone know what suffrage means? Suffrage means the right to vote. Did you know that people of color and women could not vote in our country for a long time? Today we're going to read two books about suffrage and then we're going to create some frozen pictures or tableaux to represent those times in history when women and people of color could not vote.

I am going to take pictures of your frozen pictures and publish it! I will then post it in our classroom for everyone to see. This is going to be fun. I have brought in some props and costumes to help us make our pictures more authentic.

Demonstration (90 min): First read: o Elizabeth Leads the Way: Elizabeth Cady Stanton and the Right to Vote by Tanya Lee Stone and Rebecca Gibbon After read place students in five groups Explain to each group that they will need to work together to recreate a specific event that happened throughout the book. Give each group one of the copies of the main events. Tell them they have ten minutes to discuss how they can recreate this scene using props and anything else in the room they may need Check in with each group during the ten minutes to help answer questions and give guidance When time ends ask each group to sit. Tell the class that everyone will close their eyes and on the count of five group one will get into place, group two, group three etc... Explain they will need to stay frozen but also need to answer some questions about the picture. Explain that you will take a picture as soon as the you say zero. Ask one or two students for further assessment: o Further thinking questions: What scene is this from the book? What do you think your character is thinking? Why do you think this scene is important? If this did not happened, what do you think life would be like today?

Repeat for each group Have students place props back and sit back down on carpet Next read: o The Fifteenth Amendment: African-American Men's Right to Vote by Susan Banfield

 After read place students in five groups Explain to each group that they will need to work together to recreate a specific event that happened throughout the book. Give each group one of the copies of the main events. Tell them they have ten minutes to discuss how they can recreate this scene using props and anything else in the room they may need Check in with each group during the ten minutes to help answer questions and give guidance When time ends ask each group to sit. Tell the class that everyone will close their eyes and on the count of five group one will get into place, group two, group three etc... Explain they will need to stay frozen but also need to answer some questions about the picture. Explain that you will take a picture as soon as the you say zero. Ask one or two students for further assessment: o Further thinking questions: What scene is this from the book? What do you think your character is thinking? Why do you think this scene is important? If this did not happened, what do you think life would be like today? Repeat for each group Have students place props back and sit back down on carpet

Closure/Recap: Today we looked at the inequity that our country had towards people of color and women and we discussed and recreated scenes in history to help us better understand what happened during those times. It's important that we understand and reflect on these important events because it helps us understand why equality is so important and in order to have equality everyone's voice needs to be heard. During writers workshop today I would like you to think about what we learned and reflect on any new concepts or new ideas you had during our process today. Assessments: Students will be assessed for comprehension based on writers workshop journals. Four student will also be informally assessed during demonstration. Anecdotal notes will be taken on _____________, ____________, _____________, and _____________ .

DAY TWO: COUNCILPERSON INTERVIEW PROCEDURES: Preparation: Read the attached city councilwoman job description. Introduction (20min) : Gather students to the carpet ask them to bring a pencil and notebook. Begin by asking: o What do you know about elections? o How do you know that? Explain that today they will be given an opportunity to interview a city councilwoman. Tell the students a councilperson helps to run our cities. o What kinds of questions might you like to know about a councilperson? o One question I have is, how do they get to be a councilperson? Tell students to talk to the person next to them about questions they may want to ask. o Talk to the person next to you about questions you might want to ask our guest about her job and how she got elected. Ask students to write down their questions. o Now that you have discussed your questions with the person sitting next to you, write you question in your notebook. Tell the students you need to go and see if the city councilwoman has arrived in the office. Walk out of the room and put on glasses, suit jacket, and grab brief case.

Demonstration/Participation (15 min): Come back into the classroom in role as councilwoman: o Oh...Hello! I am here for an interview? o Do you know anything about that? Great! o Should I sit here? o Wonderful. o Alright... Wow it's so great to be here and see that you're so involved in your civic duties. o I am very very busy so we better get started... o Who would like to started? o Oh, yes... Then proceed to answer questions from the audience

 After about 10 minutes leave tell the class you have to leave to get to a Budget meeting... o Thank you for having me. I hope I have answered your questions. Bye! Leave the room and come back in out of role. Tell the students you looked all over but didn't find the councilwomen. o She came? o Oh did you interview her? o What kinds of things did you learn?

Closure/Recap(3min): Today you learned some interesting facts about a councilwomen. A council member is someone who is an elected official. They are elected by the people who vote for them and that is how they get their job to make decisions for our city. Today during writers workshop I would like you to write about the interview. Assessments: Students will be assessed for comprehension based on writers workshop journals. Four student will also be informally assessed during demonstration. Anecdotal notes will be taken on _____________, ____________, _____________, and _____________ .

DAY THREE: DEBATE THE ISSUE PROCEDURES: Preparation: Reserve school computers if available or collect newspapers or other media for research Introduction(10min): o What is a debate? o A debate is a formal discussion on a particular topic in a public meeting or legislative
assembly, in which opposing arguments are put forward.

o o o o

Has anyone watched a debate? Today we will be conducting a debate in class. Collectively(as a group) each group will be running for president. As a group you will need to play the role of the presidential team.

Demonstration (90min): Divide the class into three groups Two will represent the candidates and one the moderator. Have the candidates research their positions on various topics such as healthcare, taxes, and education o It is important during a debate that candidates know their facts from both sides Allow students 30 minutes to research their positions on the computers or media available Explain to students they will need to write down the facts they find. The moderators will write down questions to ask and create the rules of the debate. While students are researching walk around the room to help students stay on task and answer questions. When the 30 minutes are up, students will begin the debate. Explain that students in each group will take turns playing the roles of the candidate and the moderator. The moderator should come up with no less than 10 questions. Tell students that when they are playing the role they will need to wear a prop (ie. suit jacket or tie) to indicate they are in role. After each question is answered, the students should change roles. When all the questions are answered the debate is over. Closure/Recap: Today we learned the importance of know the facts when we participate in a debate. We learned also the importance of knowing the ideas and values of the other candidates too. o What did you learn about the debate today? o What questions do you have about debates? Call on several students to answer this question. I would like you to write about our experience today during writers workshop. Assessments: Students will be assessed for comprehension based on writers workshop journals. Four student will also be informally assessed during demonstration. Anecdotal notes will be taken on _____________, ____________, _____________, and _____________ .

DAY FOUR: : RECOGNIZING THE RHETORIC PROCEDURES: Introduction (5min) : Today we're going to talk about the art of persuasion. It goes back to the earliest days of democracy in ancient Greece. Today we're going to talk about how persuasion is used during political campaigns and the different types of propaganda that is used. Then we're going to come up with our own and create our own commercial Demonstration (90min): Talk about propaganda types and write down examples on large sticky paper to hang around the room or whiteboard/chalkboard Type: Glittering generalities Example "Morning in America," "Hope" Type: Transfer Example: Associating one thing with another (e.g., a candidate posing next to a flag) Type: Emotional appeal Example: "Is your family at risk?" Type: Testimonials Example: Celebrity endorsements Type: Bandwagon Example: "Billions and billions served" Type: Card stacking Example: Presenting only favorable (or unfavorable)information Type: Name calling Example: Using epithets to tarnish a candidate ("liar," "irresponsible") Watch real campaign commercials, and ask students to identify the techniques each one employs. Livingroomcanidate.org Ask students to move to the carpet to begin to create their own commercials. Hand out script forms Talk about the length of the commercials o Did you notice how long these commercials were? o What common themes did you notice? Split students into groups Give each group a card with the type of commercial they will be making Appoint a script writer for each group Have students practice acting out their commercial and THEN Ask students to begin writing their script

 Walk around and ask each group which example we discussed they are going to use in their commercial. Answer any questions Give students props that correspond with their commercial type Allow student 20-30 minutes to create their commercials Tell students that while one group is acting the other groups are the audience Each group will come up to the front of the class to act out their commercial. After the performance ask: o Why did you choose that type ___________? o Do you think you were successful? o What was successful about it? Repeat: Closure/Recap Today we talked about the art of persuasion and how it is used as a campaign strategy to win politician elections. During writers workshop please make effort to write about the commercial you participated in and why or why not you felt that it was successful. Assessments: Students will be assessed for comprehension based on writers workshop journals. Four student will also be informally assessed during demonstration. Anecdotal notes will be taken on _____________, ____________, _____________, and _____________ .

DAY FIVE : LETTER PROCEDURES: Introduction(3min): All this week we have talked about the importance of engaging in the political system. We have talked about the importance of voting and the role we play in government. Today we are going to write a letter to an elected official demanding action on an issue you care about. One of the best ways Americans can influence lawmakers is by writing an clear concise personal letter. Members of congress listen to their constituents and care about their opinions. Demonstration (90min): Talk to the class about what their main concerns are to help them gain ideas. Write a list on the board of the different topics

o What are things you're concerned about. o Who do you we need to write to help solve this issue. Review formal letter writing procedures from previous lessons o Introduce themselves and their issue of concern o Propose a plan of action o Present research and personal experience o Conclude and close Please reference the formal letter writing poster we created last week when writing your letter. Explain that the students will be working on the letters in small groups. Tell students they will each be responsible for adding ideas and writing at least one to two paragraph in the letter. Explain to students that they need to brainstorm ideas and write a brief outline before they begin their letters. Remind students that they will need to do their best work because we will be mailing these letters and they will be representing the school and our class. Divide students two or three person groups. Walk around the class to help with ideas and brainstorming

Closure/Recap Today we wrote about things that were really important to us in hopes to create change. You become your own advocate with Congress in matters affecting where and how you pursue many things in your life by writing your Congressperson. Assessments: Finished Letter

Running for Office

Unlike most jobs that you would apply for, council members are elected by the public. To become a council member, you must find out which district you live in and file for election, launch a campaign and win the majority of votes. Because of the elections, the job can become political and those who helped finance your campaign may later ask for favors. Finding a solution to city problems that pleases all residents is a major struggle of the job.

Setting the Budget

Council members set the city's budget and oversee the expenses of it. With the group of other council members, you decide how much money should be spent on city employee salaries, road work, park maintenance and other services. How much the city spends is related to the tax rate. The continuous struggle of keeping the tax rate low and the residents provided for with police, fire and other city services can be a tough balancing act.

Addressing Concerns

One major part of a council member's job is meeting with concerned citizens, businesses and neighborhood groups. These groups may encounter a problem that they hope the city can solve and will approach a council member for help. These problems can be something simple, such as needing a road repaired, or complex, such as spurring growth or improving the city's economy. Time spent with these groups often occurs on weekends and evenings, when these people have time to meet with council members and express their concerns.

Attending Meetings

Council members must attend regular and special meetings of the city council. Some councils meet weekly or, in the largest of cities, several times a week. In small towns, the city council may only meet once a month. At these meetings, the council members discuss issues before the city and vote on what they think is best. This can include approving zoning changes, paying city bills, pursuing new projects and passing new laws.

Setting the City's Agenda

Council members can take up issues that have the ability to change the future of the city. If a council member wants to improve the city's parks, they can direct spending to improve them and sway favor with other council members to make this a priority for the city. They have the ability to decide what is important and what needs to change about the city and attempt to make these changes themselves.

Salary

Payment for work in office is dependent on the the city. It can range from $0 to $179,000. In smaller towns and cities, council members volunteer their time and there is no payment. Los Angeles has the highest-paid city council, with salaries set at $179,000 per year as of 2010, according to KABC-TV in Los Angeles. Bigger cities do not always pay more. For example, in San Antonio, the ninth-largest city in the United States, council members earn $20 a week, or $1,040 a year, according to a 2002 University of Illinois at Chicago study.