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Understanding Elections 1st Edition
Torrey Maloof
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Levels
K–2
Levels
K–2
Author
Torrey Maloof
Standards
To view how this information meets national and
state standards, scan the QR code or visit our
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follow the on-screen instructions.
Publishing Credits
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Image Credits
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Archives; p. 37 Pete Souza & Lawrence Jackson, The White House; p. 48 recreated by Tim Bradley from LOC
image [LC-USZ62-116449]; p. 59 top left LOC [LC-DIG-highsm-03812], bottom right [LC-USZ62-128620] ; p.
70 Teresa Azevedo/Shutterstock.com; p. 81 AP (Associated Press); p. 92 © Bettmann/CORBIS; p. 103 LOC [LC-
USZ62-118572]; p.111 Kevin Dietsch/UPI/Newscom; p. 114 John F. Kennedy Presidential Library and Museum;
p. 117 [LC-USZ62-34274] Library of Congress; Border Image nick73/iStockphoto; Layout Elements edge69/
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Bradley/Monique Dominguez/Evan Ferrell/Travis Hanson/Shutterstock
Standards
© 2004 Mid-continent Research for Education and Learning (McREL)
© Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School
Officers. All rights reserved.
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ISBN 978-1-4258-1352-9
© 2015 Shell Education Publishing, Inc.
The classroom teacher may reproduce copies of materials in this book for classroom use only. The reproduction of any part
for an entire school or school system is strictly prohibited. No part of this publication may be transmitted, stored, or recorded
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2 Standards

★★★ Table of Contents ★ ★ ★

Introduction
The Importance of Civic Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
How to Use This Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
What Is a Presidential Election?

Choosing a Leader. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
The Rules and Laws. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
The Person in Charge. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Donkey or Elephant? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Elect Me!
Who’s in the Race?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
Let’s Hit the Road!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
It’s Time to Talk. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
And the Winner Is…

Time to Vote!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
Count Them!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
Let’s Celebrate!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
Appendix
Culminating Activity—Classroom Election. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118
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3 Standards
Introduction
★★★ The Importance of Civic Education ★ ★ ★
“Young people must learn how to participate in a democracy.”

—Constitutional Rights Foundation 2000
It is the responsibility of those living in the United States to understand how civics relates
to them. By being able to participate in a democracy, citizens can affect the nation and
its well‑being. Therefore, it is necessary for students to learn and understand civics. The
National Council for the Social Studies (2010) states that social studies curricula should
include opportunities to study “the ideals, principles, and practices of citizenship in a
democratic republic.” By learning civics, students can be committed to addressing social
and government issues in a constructive way. However, in order to do this, students must
understand the country and communities in which they live.
According to the National Standards for Civics and Government (Center for Civic
Education 2014), the following are the organizing questions around which civic education
should be based:
I. What is government and what should it do?
II. What are the basic values and principles of American democracy?
III. How does the government established by the Constitution embody the purposes,
values, and principles of American democracy?
IV. What is the relationship of the United States to other nations and to world affairs?
V. What are the roles of the citizen in American democracy?
Teachers need to help students understand and respond to these civic questions so that
students can apply their knowledge later in life when responding to daily events as adults in
a democracy. Experiences during the K–12 school years lay the foundation for students to be
able to evaluate situations and defend positions on public issues as well as influence civic
life through working and managing conflict (Constitutional Rights Foundation 2000).
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4 Standards
Introduction
★★★ The Importance of Civic Education (cont.) ★★★
The lessons in this book bring about the following benefits and skills:
• increased written and oral communication
• working knowledge of government and democracy
• interest in current events
• higher likelihood of consistent voting and voting on issues rather than personality when
an adult
• increased ability to clearly articulate opinions
• tolerance of differing opinions
• knowledge of how to make decisions even when others do not agree
• increased political and civic activeness
• appreciation of the importance and complexity of government
• increased civic attitude (Carnegie Corporation 2003)
In order for teachers to be effective, civic education needs to be recognized as a key aspect
of today’s curriculum. All of the aforementioned skills contribute to the goal of becoming
a well-rounded, contributing, responsible, and civic-minded member of society outside
of the classroom. However, these skills take time to develop and need to be integrated
into the curriculum beginning in kindergarten and extending through 12th grade to be
ultimately effective (Quigley 2005). Research suggests that children start to develop social
responsibility and interest in politics before the age of nine. The way students are taught
about social issues, ethics, and institutions in elementary
school matters a great deal for their civic development
(Kirlin 2005). Therefore, teachers have a responsibility to
“[C]hildren start students to provide them with the activities necessary to
to develop social learn these skills throughout their education.
responsibility and Civic education can be taught both formally and
interest in politics informally. Intentional formal lessons imbedded in
before the age the curriculum give students a clear understanding of
of nine.” government and politics and the historical context for
those ideas. This instruction should avoid teaching
rote facts and give as much real-life context as possible.
Informal curriculum refers to how teachers, staff, and the school climate can lead by example
and illustrate to students how a working civic community operates (Quigley 2005). When
adult role models portray and promote responsible civic engagement, students have a
greater conceptual understanding of the formal, civic-based curriculum and how it relates to
everyday life.
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5 Standards
Introduction
★★★ How to Use This Book ★ ★ ★
Overarching Themes
The lessons in this book cover three overarching themes, or units, that take students through
the election process.
• What Is a Presidential Election?—This unit lays the foundation for elections. Students
will make connections between rules and laws, learn about leadership, the importance
of voting, and the characteristics of political parties.
• Elect Me!—In this unit, students will learn about the road to election day,
characteristics of good leaders, and the responsibilities of leadershipfrom national
conventions to campaigning.
• And the Winner Is...—Students will experience the voting process and will learn about
ballot counting and Inauguration Day in this unit.
Activities in this Book
The lessons in this book are divided into three sections. Each section is designed to engage
student interest and enhance student knowledge of the lesson topic.
Paired-Texts Reading and Activities
Using paired fiction and nonfiction texts can be an engaging way to introduce a topic to
students and allow them to compare and contrast various types of text. By pairing the texts,
a connection is created between the content of both. Students may gravitate in interest
toward one type of text—fiction or nonfiction. Presenting similar information in both types
of text allows one passage to help build background knowledge while the other passage
focuses on reinforcing that knowledge and building interest. Students will use graphic
organizers to arrange their thoughts and participate in active learning opportunities with
their peers.
Primary Source Connection
Using primary sources gives a unique view of history that other ways of teaching history
are unable to do. Primary sources include newspaper articles, diaries, letters, drawings,
photographs, maps, government documents, and other items created by people who
experienced past events firsthand. Primary sources show students the subjective side
of history, as many authors that experienced the same event often retell it in completely
different ways. These resources also show students how events affected the lives of those
who lived them. Primary sources make history real for students. As students view these
historical items, they are then able to analyze the events from various points of view
and biases. Each lesson contains a photograph or a document from election history.
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6 Standards
Introduction
★★★ How to Use This Book (cont.) ★★★
Activities in this Book (cont.)

Puzzle Time!
These are opportunities for students to practice content and problem-solving skills and to
increase student engagement and interest in the lesson topic. Puzzles allow students to
have fun while they reflect on what they have learned during the lesson. Students decode
secret messages, use addition to create hidden images, find their way through fun mazes,
and more!
Culminating Activity
This engaging activity is included to demonstrate students' overall knowledge of the election
process and allow them to take part in a fun classroom election.
References Cited
Carnegie Corporation of New York and The Center for Information & Research on Civic
Learning & Engagement. 2003. The Civic Mission of Schools. http://civicmission.
s3.amazonaws.com/118/f7/1/172/2003_Civic_Mission_of_Schools_Report.pdf.
Center for Civic Education. 2014. National Standards for Civics and Government.
http://www.civiced.org/standards.
Constitutional Rights Foundation. 2000. Fostering Civic Responsibility Through Service
Learning. http://www.crf-usa.org/service-learning-network/8-1-fostering-civic-
responsibility.html.
Kirlin, Mary. 2005. Promising Approaches for Strengthening Civic Education. White paper
from the California Campaign for the Civic Mission of Schools
http://www.cms-ca.org/CMS%20white%20paper%20final.pdf.
National Council for the Social Studies. 2010. National Curriculum Standards for Social Studies: A
Framework for Teaching, Learning, and Assessment. Washington, D.C.: NCSS.
Quigley, C. N. 2005. The Civic Mission of the Schools: What Constitutes an Effective Civic
Education? Paper presented at Education for Democracy: The Civic Mission of the Schools,
Sacramento, CA. http://www.civiced.org/pdfs/sacramento0805.pdf
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7 Standards
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Students will know that promoting justice is one of the fundamental purposes of law in
Standards American society.
Students will analyze fiction and nonfiction texts and synthesize the information in a variety
of ways.
Paired Texts Reading and Activities

Í Election Day! (page 10)—Read Í Election Day Details (page 13)—
the fictional story on page 10 to Have students use information
students. Then, have students from the fictional story and the
reread the story in pairs. Next, have informational text to answer the
a class discussion about why voting questions on page 13. Then, have
for a president is a big decision. them share their answers with peers.
Have them pair-share times they had
to make big decisions or choices. Í Election Day Step-by-Step
Have volunteers share their stories. (page 14)—With this activity,
students will use the words in the
Í What Is an Election? word bank to complete the sentences
(pages 11–12)—Read the that describe the steps a person
informational text on page 11 aloud takes on Election Day. Then, they
while students follow along. Then, will cut out the pictures that show
have students read the text and use the steps at the bottom of the page
pencils to circle words they would and place them in the correct order.
like to clarify. Once they finish This activity can be done individually,
reading, work as a class to clarify any in pairs, or in small groups. When
words students found confusing. students have finished, go over the
Next, have students individually answers as a class.
complete page 12. When students
have finished, go over the answers
as a class.
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8 Standards
Choosing a Leader (cont.)
Primary Source Connection Puzzle Time!

Í Fair Elections Primary Source Í Fill It In! Vocabulary Puzzle
(pages 15–16)—Study the primary (page 17)—Students will enjoy
source on page 15 with students. completing this puzzle that
Read the background information challenges them to fill in the
to them. Tell students that a long missing letters in the vocabulary
time ago, African Americans were words to find the answer to
not allowed to vote and that this the question.
was unfair. Explain that today, all
citizens that are at least 18 years Í Calculate and Color Puzzle
old can vote and this is more fair. (page 18)—Students will have fun
Have students work in pairs to solving addition problems and
complete page 16. Go over the coloring the picture to find the
directions of this page and clarify hidden answer to the Election
key vocabulary words students Day question.
may not know, such as citizen.
Answer Key Election Day Step-by-Step (page 14)

1. polling place 3. votes
2. ballot 4. ballot box
What Is an Election? (page 12) Fill It In! Vocabulary Puzzle (page 17)
1. leader 5. vote
2. fair 6. ballot
3. polling place 7. president
4. election
Answer: Lincoln
Election Day Details (page 13) Calculate and Color Puzzle (page 18)
1. Election day is in November on the first vote
Tuesday after the first Monday
2. They go to the polling place.
3. A ballot is a list of people who want to
be president.
4. The votes are counted when everyone is
done voting.
Bonus: Elections are fair because everyone has the
right to vote.
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9 Standards
★★★ Election Day! ★★★
It is November. It is Tuesday. It is Election Day! Eva is

excited. Her mom is going to vote. Her mom will vote
for a new president!
Eva gets to go with her mom. The two of them drive
to the polling place. This is where Eva’s mom will
make a choice. She will choose who she thinks will be
the best leader. She will fill out a ballot. Then, she will
turn it in.
In the car, Eva asks, “Mom, this is so fun! Why didn’t
we do this yesterday?”
Eva’s mom says, “Election Day is always in November.
It is on the first Tuesday after the first Monday. That is
the only day the polls are open.”
At the polling place, Eva’s mom gets a ballot. The
ballot has a list of names. It shows who is running for
president. She takes the ballot into a voting booth.
She makes her choice. She chooses who she wants
to be the next president. It is a big choice! Next,
she drops her ballot in a box. That’s it! Eva’s mom
has voted!
Eva can’t wait until she is older. Then, she can vote,
too. And she can’t wait to see who wins the election!
Directions: Think of a time you had to make a

big choice. How did you choose? What did you
choose? Tell a partner about the choice you
made. Explain why you made that choice.
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10 Standards
★★★ What Is an Election? ★★★
Do you know what an election is? It is a fair way to

pick laws. And it is a fair way to choose a leader. The
president is the leader of the whole country. A new
president is chosen every four years. This happens on
Election Day!
Election Day is in November. It is always on the first
Tuesday after the first Monday. On this day, people go
to a polling place.
First, they get a ballot. This is a list of people. These
people want to be president.
Next, they go into a voting booth. Then, they vote!
They pick a leader.
After that, they turn in their ballot. They drop it into a
box. Or they push a button on a computer.
Last, the votes are counted. The person with the most
votes wins!
Everyone has the right to vote. This is why elections are
fair. They are just.
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11 Standards
What Is a Presidential Election? Name ______________________________ Date ________________
★★★ What Is an Election? (cont.) ★★★
Directions: An election is a fair way to make a choice. When

something is fair, it is equal for everyone. Read the sentences
below. Color the pictures that are fair. Draw a big X on the
pictures that are unfair.
Sal does not share. Gigi takes a turn as

line leader.
Everyone rides the bus. Only tall kids can buy

ice cream.
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12 Standards
Name ______________________________ Date ________________
★★★ Election Day Details ★★★
Directions: Use the information from Election Day! and What

Is an Election? to answer the questions below. You can draw or
write your answers.
1. What month and day of 2. Where do people go to

the week is Election Day? vote on Election Day?
3. What is a ballot? 4. What happens after

everyone is done voting?
Bonus: Why are elections fair?
__________________________________________________________________
__________________________________________________________________
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13 Standards
★★★ Election Day Step-by-Step ★★★
Directions: Write the steps a person takes on Election Day. Use

the words from the Word Bank to complete the sentences. Then,
cut out the pictures below and place them in the correct order.
Word Bank
ballot ballot box polling place votes
Step 1: She goes to the _______________________________________ .
Step 2: She gets a _____________________________________________ .
Step 3: She ______________________________ or chooses a leader.
Step 4: She puts her ballot in the _____________________________ .
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14 Standards
★★★ Fair Elections Primary Source ★★★
Primary Source Background Information

This picture is from 1867. It shows an African American
man. He is voting for the first time. A long time ago,
African Americans could not vote. Women could not vote.
American Indians could not vote either. This was not
fair. Things were not equal. Many brave people fought
for equal rights. It took many years. Today, every citizen
over 18 years old has the right to vote.
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15 Standards
★★★ Fair Elections Primary Source (cont.) ★★★
Directions: Can you think of something that is fair? Can you

think of something that is unfair? Draw a picture for each.
Fair
Unfair
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16 Standards
Name ______________________________ Date ________________
★★★ Fill It In! Vocabulary Puzzle ★★★
Directions: Fill in the missing letters in the vocabulary words.

Then, write the letters from the squares in order on the lines
below to answer the question. Use the Word Bank to help you.
Word Bank
BALLOT POLLING PLACE LEADER
ELECTION FAIR PRESIDENT VOTE
1. E ____ D E R
2. F ____ R
3. P O L ____ I G ____ L ____ C E
4. E ____ E T I ____ N
5. V T ____
6. B ____ L ____ T
7. P ____ E ____ I D E T
Question: This leader lost lots of elections

before he was finally elected president. He loved
cats and hated being called “Abe.” Who was he?
Answer: ____ ____ ____ ____ ____ ____ ____ a

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17 Standards
★★★ Calculate and Color Puzzle ★★★
Directions: Solve the problems below. Using the key, color the
picture to find the answer to the question.
Key
8 = red 2 = white 10 = blue
5+5
1+1 9+1
4+6
7+3
3+7 8+2
7-5
6+2 1+7
2+8
3
5+
4+
4
6+4 5-3 9–1

2
10–
8–0 3+5 0+8
6-4
10+0
8–6 0+10
2+0
9–7
1+9 2–0
Question: What do people do on Election Day?

Answer: ___ ___ ___ ___
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18 Standards
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Students will know that a good rule or law solves a specific problem, is fair, and “does not
Standards go too far.”
of ways.

Í Rules and Laws (pages 21–22)— Í Listing the Laws (page 24)—
Read the poem on page 21 aloud to Students will use information
students. Have students reread the from both the poem and the
poem in pairs and think of rules that informational text to complete the
they follow. Then, have them play T-chart on this page. After students
charades with partners to act out have completed the assignment,
their rules and guess their partners' draw the T-chart on the board and
rules. Select a few students to have students share their answers.
act out their rules in front of
the class. Next, have students Í My Elections Law (page 25)—With
individually complete page 22. If this activity, students will write
students are struggling to think laws about elections that they
of laws, brainstorm as a class and would like to see added to the
create a list for students to choose Constitution. This activity can be
from. Have volunteers share their done individually, in pairs, or in
responses with the class. small groups. When students have
finished, go over as a class the laws
Í What It Takes (page 23)—Read students wrote.
the informational text on page 23
aloud while students follow along.
Then, have students read the text
individually or in pairs. Once
students are finished, have a brief
class discussion about why laws
are created. Then, have groups of
students choose laws and create
newscasts about those laws. Talk
with students about what makes a
good news report. Ask volunteers to
share their newscasts with the class.
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19 Standards
The Rules and Laws (cont.)

Í Too Young to Vote Primary Í Rules and Laws Vocabulary
Source (pages 26–27)—Study the Puzzle (page 28)—Students will
primary source on page 26 with enjoy completing this crossword
students. Read the background puzzle made from the vocabulary
information to them. Have a words for this lesson.
brief class discussion on what an
opinion is. Encourage students Í Voting Age Puzzle (page 29)—
to really think about how they Students will have fun solving
feel about the voting age law. this tricky math puzzle. They start
Tell students they need to have with a number and follow a series
reasons to support their opinions. of math computations to find the
Then, have them work in pairs to answer to the puzzle. Note: If this
complete page 27. activity is too difficult for younger
students, complete the first five
steps as a class. This will provide
the correct answer, as well.
Answer Key
Listing the Laws (page 24) Rules and Laws Vocabulary Puzzle (page 28)
Voter President Across Down

1. document 2. Constitution
be over 18 years old be 35 years or older
4. rules 3. rights
be a U.S. citizen be born in the United 6. laws 5. equal
have a U.S. address States
What's the Number? Puzzle (page 29)
live in the United States 1. Begin with the 6. 10
for 14 years or more number 8. 7. 1
My Elections Law (page 25) 2. 10 8. 8
Students’ laws will vary but should be fair. 3. 5 9. 4
4. 15 10. 13
Too Young To Vote Primary Source (page 27)
5. 18 11. 18
Students’ posters and slogans will vary but should
You must be 18 years old to vote!
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20 Standards
★★★ Rules and Laws ★★★

by Dona Rice
Let’s follow the rules! Congress sets our rules

Let’s follow the rules! called laws—
Rule followers rule— Let’s follow the rules!
Let’s follow the rules! They keep us safe and
well because—
Parents set the rules We follow the rules!
at home—
Let’s follow the rules! Let’s follow the rules!
Rules help us all to get Let’s follow the rules!
along— Rule followers rule—
Teachers set the rules Some laws we use so we
at school— can vote—
Rules help us all stay Know the laws and take
extra cool— good note—
Let’s follow the rules! Laws help us know just
Let’s follow the rules! what to do—
Rule followers rule— Let’s follow the rules!
Let’s follow the rules! Maybe you can be a
lawmaker, too!—
Some rules keep us safe Let’s follow the rules!
from harm—
Like crosswalks and a Let’s follow the rules!
smoke alarm— Rule followers rule—
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21 Standards
★★★ Rules and Laws (cont.) ★★★
Directions: Draw or write one rule you follow at home and

one rule you follow at school. Then, draw or write one of our
country’s laws that you follow.
Home
School
Country
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22 Standards
★★★ What It Takes ★★★
Can kids vote? Yes! They can vote

for a class leader. Or they can vote
for what to eat for dinner. But they
cannot vote for the next president
of the United States. This is against
the law.
The United States Constitution is
a document. It states the laws for
our country. It says what we can
do. It says what we cannot do.
It also lists the laws for elections.
It says that everyone has the right to vote. But you have
to be over 18 years old. You must be a U.S. citizen. You
have to give your address. This proves you live here.
Can anyone be president? No. There are laws about
that, too! The laws state that you have to be 35 years
old or older. You need to have been born in the United
States. Also, you must have lived here for 14 years
or more. If all these musts are met, then you can be
the president!
The laws in the Constitution help keep elections equal.
They help keep them fair for all.
Directions: Get in a group of three or four. Work

with your group to choose one of the laws from the
text. Make a list of why that law may be important.
Then, pretend you are newscasters. Create a news
report that tells people about the law and why it
is important. Act out the newscast as a team for
your class.
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23 Standards
★★★ Listing the Laws ★★★
Directions: List the laws a voter must follow under Voter. Then
under President, list the requirements a person must meet to
be president.
Voter President
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24 Standards
★★★ My Elections Law ★★★
Directions: Write a new election law that you want added to

the Constitution. Make sure your law is fair for everyone. Draw
a picture that has to do with your law.
________________________________________________
________________________________________________
________________________________________________
________________________________________________
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25 Standards
★★★ Too Young to Vote Primary Source ★★★

This picture was taken on August 3, 1965. It shows a
young Marine. He was fighting in the Vietnam War. Back
then, you could join the armed forces if you were 18 years
old. But you could not vote. To vote, you had to be 21.
Pictures like this one were used to help change the law.
People thought 18-year-olds should get to vote. They
would say, “If they are old enough to fight, they are old
enough to vote.” The law was changed in 1971. Now
18-year-olds can vote!
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26 Standards
Name ______________________________ Date ________________
★★★ Too Young to Vote Primary Source (cont.) ★★★
Directions: Do you think 18-year-olds should be allowed to

vote? Do you think changing the law was the right thing to do?
Draw a poster that shows how you feel about the law.
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27 Standards
★★★ Rules and Laws Vocabulary Puzzle ★★★
Directions: Use the clues to complete the puzzle. You can use
the words in the Word Bank to help you.
1 2
Word Bank
Constitution
document
equal
3
4 5
laws
rights
rules
Across Down
1. This is an official paper that 2. This is the set of laws for
gives information. our country.
4. These tell you what you may 3. Things people should be
or may not do. allowed to have or do.
6. These are rules for our 5. This means it is the same
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Puzzle
for each person.
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28 Standards
Name ______________________________ Date ________________
★★★ Voting Age Puzzle ★★★
Directions: Solve the problems below. Your last sum will be the
answer to the puzzle below. The first one is done for you.
1. Begin with the number 8
2. Add 2. 8 + 2 = _____
_____ 10
3. Subtract 5. 10 – 5 = _____
_____
4. Add 10. _____ + 10 = _____
5. Add 3. _____ + 3 = _____
6. Subtract 8. _____ – 8 = _____
7. Subtract 9. _____ – 9 = _____
8. Add 7. _____ + 7 = _____
9. Subtract 4. _____ – 4 = _____
10. Add 9. _____ + 9 = _____
11. Add 5. _____ + 5 =
How old do you have to be to vote in an election?
You must be _____ years old to vote!

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29 Standards
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Students will know the characteristics of a good leader (e.g., experience, determination,
Standards confidence, a desire to be a leader, the ability to solve problems creatively).
of ways.

Í Lincoln the Leader (pages 32–33)— Í Being a President (page 35)—
Read the historical fiction story Students will use information from
on page 32 aloud to students. both the story and the informational
Model good fluency. Then, have passage to complete the graphic
them reread the story in pairs. Tell organizer on this page. After
students to discuss their favorite students complete the assignment,
parts of the story with their partners. draw the graphic organizer on the
Have them individually complete board and have students share
page 33. Ask volunteers to share their answers.
their responses with the class.
Í If I Were President (page 36)—With
Í Leading Our Country (page 34)— this activity, students will imagine
Read the informational text on they are the president of the United
page 34 aloud while students follow States. They will complete various
along. Then, have students read sentence prompts to describe what
the text with pencils. Ask them to they would do during their term.
underline any words or sentences When students finish, have them
they do not understand. Once share some of their responses with
they finish rereading, have a brief the class.
class discussion about parts of the
text they underlined. Then, have
students fold large pieces of paper
in half and make signs. On one side,
they should show with drawings and
text reasons why they would want
to be president. On the other side,
they should show reasons why they
would not want to be president.
Have volunteers share some of their
reasons with the class.
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30 Standards
The Person in Charge (cont.)

Í White House Primary Source Í Decode It Vocabulary Puzzle
(pages 37–38)—Study the (page 39)—Students will enjoy
photographs on page 37 with decoding this puzzle to create the
students. Read the background vocabulary words for this lesson.
information to them. Have a
brief class discussion on what the
Í Hidden Leader Puzzle
White House is. If students have
(page 40)—Students will have fun
seen or visited the White House,
coloring this puzzle to create a
have them share their experiences
famous leader.
with the class. Ask students to
complete page 38 individually and
share their first days as presidents.
Answer Key
Lincoln the Leader (page 33) Decode It Vocabulary Puzzle (page 39)
Student responses will vary but they should clearly 1. experience
express details on why the person is a great leader. 2. responsibility
Details could include the traits: hard working, fair, 3. government
honest, and smart. 4. honest
5. smart
Being a President (page 35)
Hidden Leader Puzzle (page 40)
Answers will vary but may include the following:
1 2 3 4 5 6 7 8 9 10
• Characteristics: brave, smart, honest, knows a
11 12 13 14 15 16 17 18 19 20
lot about history, knows about our country and
the world, helps Americans, helps the country, 21 22 23 24 25 26 27 28 29 30
treats people equally, good at solving problems, 31 32 33 34 35 36 37 38 39 40
helps people get along, has experience 41 42 43 44 45 46 47 48 49 50
• Responsibilities: sign laws, in charge of the 51 52 53 54 55 56 57 58 59 60
armed forces, meets with other leaders, helps 61 62 63 64 65 66 67 68 69 70

countries get along with one another 71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100
Abraham Lincoln
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31 Standards
★★★ Lincoln the Leader ★★★
“Abe! Abe! Abraham Lincoln! Get over here right this

instant. I need your help.”
Young Abe did not hear his father yelling. He was
too busy reading. Abe loved reading. He was leaning
against a tree. Abe was lost in the words in the book.
“Put that book down and help me!” his father shouted.
The angry man was now standing over his son.
Abe quickly scrambled to his feet, “Yes, Sir!”
For the rest of the day, Abe helped his father on
the farm. But his mind was somewhere else. He
was thinking about the book. It was about George
Washington. Abe thought George was brave
and smart.
“Father, don’t you think President Washington was
a great leader?” asked Abe.
“Sure,” grumbled his father. “Keep working.”
“I think he helped our country. And he helped the
people in our country. I want to be like him when
I grow up,” Abe said gleefully.
“You’re going to be a farmer when you grow up.
Now, stop yapping and get back to work!”
yelled his father.
But Abe’s father was wrong. Abraham
Lincoln would grow up to be one of
the greatest presidents in history.
He was honest and smart, and he
treated people equally. He
helped our country and
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32 Standards
Name ______________________________ Date ________________
★★★ Lincoln the Leader (cont.) ★★★
Directions: President Lincoln and President Washington were

great leaders. Think about a leader you know. Write this
person’s name. Describe why this person is a great leader on
the lines. Draw a picture of the person being a great leader.
________________________________________________
(name)
This person is a great leader because . . .
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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33 Standards
★★★ Leading Our Country ★★★
Do you know who leads our country?

The leader is called the president. We, the
people, pick the president. We do this every
four years. It is a big choice. It is important.
We vote for whom we think will be the best
leader. We do this in elections.
Presidents need to be smart. They should know a lot
about history. They must know a great deal about our
country. They need to know about the world, too.
Presidents need to be honest. They should tell the
truth. They must know how to solve problems. They
should also be good at helping people get along.
Presidents need to have experience. This means they
have already been good leaders. Most people who
want to be president work for the government first.
Being president is a big job! Presidents have lots of
responsibilities. They sign laws. These are the rules
for our country. Presidents are also in charge of our
armed forces. They keep our country safe. Presidents
meet with leaders from other countries. They try to
help countries get along.
Good presidents keep our country safe. They help
make our country great. Do you want to be president
someday?
Directions: Make a sign! Fold a piece of large paper

in half. On one side, draw and write the reasons
why you would want to be the president. On the
other side, show the reasons you would not want to
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34 Standards
Name ______________________________ Date ________________
★★★ Being a President ★★★
Directions: Use both texts to complete the graphic organizer

below. Write characteristics of a good president in the ovals on
the left. Then, write responsibilities a president has in the ovals
on the right.
U.S. Presidents
Characteristics Responsibilities
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35 Standards
★★★ If I Were President ★★★
Directions: Pretend you are the president of the United States.

What would you do? Finish the sentences and answer the
question below.
If I Were President
I would be _________________________________________________ .
I would help _______________________________________________ .
I would change ____________________________________________ .
I would like ________________________________________________ .
I would not like ____________________________________________ .
What makes a good president?
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
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36 Standards
★★★ White House Primary Source ★★★

The White House is where the president lives. It is also
where the president works. George Washington chose the
site for the White House, but he never got to live there. It
took eight years to build the big house. In 1814, the British
burned the White House down. It had to be rebuilt. The
White House is huge! It has 132 rooms and 35 bathrooms.
There is a movie theater and a basketball court. There
is a playground. There is even a lawn where you can
play volleyball.
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Shutterstock (top left), Pete Souza & Lawrence Jackson,The White House (all others)
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37 Standards
★★★ White House Primary Source (cont.) ★★★
Directions: Pretend you are the president. You just moved into
the White House. What will you do during your first day in this
big place? Will you swim? Will you work in your office? Will you
watch a movie in the movie theater? Draw a picture about your
first day in the White House. Then, write a sentence or two telling
about it.
______________________________________________________________
______________________________________________________________
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38 Standards
Name ______________________________ Date ________________
★★★ Decode It Vocabulary Puzzle ★★★
Directions: Use the number chart below and the definitions to

write the vocabulary words.
1=A 2=B 3=C 4=D 5=E 6=F 7=G 8=H 9=I

10 = J 11 = K 12= L 13 = M 14 = N 15 = O 16 = P 17 = Q 18 = R
19 = S 20 = T 21 = U 22 = V 23 = W 24 = X 25 = Y 26 = Z
1. skill or knowledge that you get by doing something
___ ___ ___ __ ___ __ ___ ___ ___ ___

5 24 16 5 18 9 5 14 3 5
2. a duty or task that you need to do
___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___
18 5 19 16 15 14 19 9 2 9 12 9 20 25
3. the group of people who make decisions for our country
___ ___ ___ ___ ___ ___ ___ ___ ___ ___
7 15 22 5 18 14 13 5 14 20
4. truthful
___ ___ ___ ___ ___ ___

8 15 14 5 19 20
5. intelligent
___ ___ ___ ___ ___

19 13 1 18 20
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39 Standards
★★★ Hidden Leader Puzzle ★★★
Directions: Use the color key below to create one of our great
leaders. When you are finished, write the name of the leader at
the bottom of the page.
green: 67 peach: 55, 56, 57, 58, 65, 66,

68, 75, 76, 77, 78, 79, 85, 86
red: 87, 88
black: 4, 5, 6, 7, 8, 14, 15, 16,
brown: 54, 64, 74, 84, 94, 17, 18, 24, 25, 26, 27, 28, 34,
95, 96, 97, 98 35, 36, 37, 38, 43, 44, 45, 46,
47, 48, 49
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100
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40 Standards
a
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S o u rc e T i me
Students will know examples of situations in which individuals are acting on their own
Standards (e.g., two friends decide to do something) and situations in which individuals’ actions are
directed by others (e.g., parents tell their children to do something).
of ways.

Í The Donkey and the Elephant Í Which Party Is It? (page 46)—
(pages 43–44)—Read the fable on Students will use information from
page 43 aloud to students. Briefly the informational text to figure
discuss with the class what a fable is. out which party the sentence is
Then, have students reread the fable describing. They will draw a line
in pairs and have them complete from each sentence to the picture
page 44. Go over the answers as of the party symbol it matches. Go
a class. over the answers as a class, and
discuss how this text relates to
Í It's Party Time (page 45)— Read the the fable.
informational text on page 45 aloud
while students follow along. Then, Í What Do I Believe? (page 47)—
have them read the text with red and With this activity, students will list
blue colored pencils. Ask students what they believe about the role
to circle the text that tells about the government should play in our lives.
Republican Party in red. Have them
circle the text that tells about the
Democratic Party in blue. Explain
that when people join a party, they
tend to vote the way their party votes
but they do not have to. Finally,
have students draw pictures that
tell about the Republican Party on
one side of a sheet of paper and the
Democratic Party on the other side.
Note for Teachers: At some point

in this lesson, be sure to discuss
third parties and their role in today's
political processes.
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41 Standards
Donkey or Elephant? (cont.)

Í Political Parties Primary Source Í Parties in Pieces Vocabulary
(pages 48–49)—Study the primary Puzzle (page 50)—Students
source on page 48 with students. will enjoy putting these puzzles
Read the background information together to reveal the symbols for
to them. Explain to students the two political parties.
what a political cartoon is. If
time permits, share additional Í Word Party Puzzle (page 51)—
examples of political cartoons. Students will have fun trying to
Then, have students complete think of as many words as they can
page 49 in pairs. Have volunteers that can be made from the words
share the cartoons with the class. Republican and Democratic.
Answer Key
The Donkey and the Elephant (page 44) Political Parties Primary Source (page 49)
Characters Setting Students’ political cartoons will vary. Students

should be able to explain their cartoons.
Donkey, Elephant a circus
Parties in Pieces Vocabulary Puzzle (page 50)
Problem Moral (lesson learned)
the main tent at the it’s important to work as a
circus catches fire team and help each other
Which Party Is It? (page 46)
Donkey The government should provide

Republican Democratic
services to its people. Party Party
Elephant The government should be smaller.
Donkey All citizens should have health care. Word Party Puzzle (page 51)
Elephant There should be fewer taxes. Possible answers:
Bonus: Answers may include—”The Donkey and Republican—public, per, can, I, pure, nail, nice,
Elephant” represents the two main political groups pine, pan, lip, pile, care
in the United States. From the fable, each party can Democratic—rate, more, core, rat, rate, trace, crate,
learn that it is important to help each other even if come, to, me, mode
you do not always agree with each other.
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42 Standards
★★★ The Donkey and the Elephant ★★★
Donkey and Elephant worked in a circus. They loved the

circus. It was a fun job. But they did not like each other.
They did not get along. They fought all the time. They did
not believe in the same things.
One day, the two were having a big fight. Elephant stopped
yelling for a moment. He smelled something in the air. Then,
Donkey saw smoke. The two animals ran toward the smoke.
They found the main circus tent on fire!
“What should we do?” cried Donkey.
Elephant was already trying to put out the fire. He was
sucking up water with his long trunk from a nearby well. He
was squirting it on the fire. But the fire was too fierce!
“Donkey what should we do? Our beloved circus is going to
burn down!” shouted Elephant between squirts. “We
need help!”
Donkey turned and ran. He ran all the way to the fire
department. Elephant kept squirting water on the fire. It
kept the fire from spreading and getting bigger. Donkey
returned with firefighters. They put out the fire quickly.
Donkey and Elephant had saved the circus! That day, they
realized they had something in common. They both loved the
circus. It was their home. They would do anything to save it,
even if that meant working together.
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43 Standards
★★★ The Donkey and the Elephant (cont.) ★ ★ ★
Directions: Think about the fable. Use the fable

to complete the chart below. Then, draw a picture
that shows your favorite part of the fable.
Characters Setting
_______________________________ _______________________________
_______________________________ _______________________________
Problem Moral (lesson learned)
_______________________________ _______________________________
_______________________________ _______________________________
_______________________________ _______________________________
_______________________________ _______________________________
My favorite part is . . .
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44 Standards
Another random document with
no related content on Scribd:
mamma, who was rather glad to be spared that satisfaction.)
A single day was now all that remained of the visit,—a day which
dawned finer than ever, making it so hard to quit the hills, and the
loch, and all the charms of this beautiful place. Not a cloud on the
sky, not a ripple on the waters, blackberries saying “come gather
me,” by hundreds from every bramble, ferns of rare sort growing on
dikes, and banks, and roots of trees. This whole morning must be
spent on the hillside by Sunny and her mamma, combining business
with pleasure, if possible.
So they took a kitchen knife as an extempore spade; a basket, filled
with provisions, but meant afterwards to carry roots, and the well-
known horn cup, which was familiar with so many burns. Sunny used
it for all sorts of purposes besides drinking; filled it with pebbles,
blackberries, and lastly with some doubtful vegetables, which she
called “ferns,” and dug up, and brought to her mamma to take home
“very carefully.”
Ere long she was left to mamma’s charge entirely, for this was the
last day, and Lizzie had never climbed a mountain, which she was
most anxious to do, having the common delusion that to climb a
mountain is the easiest thing in the world,—as it looks, from the
bottom.
Off she started, saying she should be back again directly, leaving
mamma and the child to watch her from the latest point where there
was a direct path,—the cottage where the old woman had come out
and gone to the burn at sunrise. Behind it was a large boulder,
sunshiny and warm to sit on, sheltered by a hayrick, on the top of
which was gambolling a pussy-cat. Sunny, with her usual love for
animals, pursued it with relentless affection, and at last caught it in
her lap, where it remained about one minute, and then darted away.
Sunny wept bitterly, but was consoled by a glass of milk kindly
brought by the old woman; with which she tried to allure pussy back
again, but in vain.
So there was nothing for it but to sit on her mamma’s lap and watch
her Lizzie climbing up the mountain, in sight all the way, but
gradually diminishing to the size of a calf, a sheep, a rabbit; finally of
a black speck, which a sharp eye could distinguish moving about on
the green hillside, creeping from bush to bush, and from boulder to
boulder, till at last it came to the foot of a perpendicular rock.
“She’ll no climb that,” observed the old woman, who had watched the
proceeding with much interest. “Naebody ever does it: she’d better
come down. Cry on her to come down.”
“Will she hear?”
“Oh, yes.”
And in the intense stillness, also from the law of sound ascending, it
was curious how far one could hear. To mamma’s great relief, the
black dot stopped in its progress.
“Lizzie, come down,” she called again, slowly and distinctly, and in a
higher key, aware that musical notes will reach far beyond the
speaking-voice. “You’ve lost the path. Come down!”
“I’m coming,” was the faint answer, and in course of time Lizzie
came, very tired, and just a little frightened. She had begun to climb
cheerfully and rapidly at first, for the hillside looked in the distance
nearly as smooth as an English field. When she got there, she found
it was rather different,—that heather bushes, boulders, mosses, and
bogs were not the pleasantest walking. Then she had to scramble on
all-fours, afraid to look downward, lest her head should turn dizzy,
and she might lose her hold, begin rolling and rolling, and never stop
till she came to the bottom. Still, she went on resolutely, her stout
English heart not liking to be beaten even by a Scotch mountain;
clinging from bush to bush,—at this point a small wood had grown
up,—until she reached a spot where the rock was perpendicular,
nay, overhanging, as it formed the shoulder of the hill.
“I might as well have climbed up the side of a house,” said poor
Lizzie, forlornly; and looked up at it, vexed at being conquered but
evidently thankful that she had got down alive. “Another time,—or if I
have somebody with me,—I do believe I could do it.”
Bravo, Lizzie! Half the doings in the world are done in this spirit.
Never say die! Try again. Better luck next time.
Meanwhile she drank the glass of milk offered by the sympathising
old Highland woman, who evidently approved of the adventurous
English girl, then sat down to rest beside Little Sunny.
But Sunny had no idea of resting. She never has, unless in bed and
asleep. Now she was bent upon also climbing a mountain,—a
granite boulder about three feet high.
“Look, mamma, look at Sunny! Sunny’s going to climb a mountain,
like Lizzie.”
Up she scrambled, with both arms and legs,—catching at the edges
of the boulder, but tumbling back again and again. Still she was not
daunted.
“Don’t help me!—don’t help me!” she kept saying. “Sunny wants to
climb a mountain all by her own self.”
Which feat she accomplished at last, and succeeded in standing
upright on the top of the boulder, very hot, very tired, but triumphant.
“Look, mamma! Look at Sunny! Here she is!”
Mamma looked; in fact had been looking out of the corner of her eye
the whole time, though not assisting at all in the courageous effort.
“Yes, I see. Sunny has climbed a mountain. Clever little girl! Mamma
is so pleased!”
How many “mountains” will she climb in her life, that brave little soul!
Mamma wonders often, but knows not. Nobody knows.
In the meantime, success was won. She, her mamma, and her
Lizzie, had each “climbed a mountain.” But they all agreed that,
though pleasant enough in its way, such a performance was a thing
not to be attempted every day.
CHAPTER XI.
The last day came,—the last hour. Sunny, her mamma, and her
Lizzie, had to turn their ways homeward,—a long, long journey of
several hundred miles. To begin it at four in the morning, with a child,
too, was decided as impracticable; so it was arranged that they
should leave overnight, and sleep at the only available place, an inn
which English superiority scornfully termed a “public-house,” but
which here in the Highlands was called the “hotel,” where
“gentlemen could be accommodated with excellent shooting
quarters.” Therefore, it was supposed to be able to accommodate a
lady and a child,—for one night, at least.
Fortunately, the shooting gentlemen did not avail themselves of it; for
the hotel contained only two guest-rooms. These being engaged,
and the exact time of the boat next morning learned,—which was not
so easy, as everybody in the neighbourhood gave different advice
and a different opinion,—the departure was settled.
Lovelier than ever looked the hills and the loch when the carriage
came around to the door. All the little boys crowded around it, with
vociferous farewell,—which they evidently thought great fun,—Sunny
likewise.
“Good-bye! good-bye!” cried she, as cheerfully as if it had been “how
d’ye do,” and obstinately refused to be kissed by anybody. Indeed,
this little girl does not like kisses, unless she offers them of her own
accord.
One only grief she had, but that was a sharp one. Maurice’s papa,
who had her in his arms, suddenly proposed that they should “send
mamma away and keep Sunny;” and the scream of agony she gave,
and the frantic way she clung to her mamma, and would not look at
anybody for fear of being kept prisoner, was quite pathetic.
At last the good-byes were over. For Little Sunshine these are as yet
meaningless; life to her is a series of delights,—the new ones
coming as the old ones go. The felicity of kissing her hand and
driving away was soon followed by the amusement of standing on
her mamma’s lap, where she could see everything along the road,
which she had passed a fortnight before in dark night.
Now it was golden twilight,—such a twilight! A year or two hence
Sunny would have been in ecstasy at the mountains, standing range
behind range, literally transfigured in light, with the young moon
floating like a “silver boat” (only turned the wrong way uppermost)
over their tops. As it was, the large, distant world interested her less
than the small, near one,—the trees that swept her face as she
drove along the narrow road, and the numerous cows and calves
that fed on either side of it.
There was also a salt-water loch, with fishing-boats drawn up on the
beach, and long fishing-nets hanging on poles; but not a living
creature in sight, except a heron or two. These stood on one leg,
solemnly, as herons do, and then flew off, flapping their large wings
with a noise that made Little Sunshine, as she expressed it, “nearly
jump.” Several times, indeed, she “nearly jumped” out of the carriage
at the curious things she saw: such funny houses, such little
windows,—“only one pane, mamma,”—and, above all, the girls and
boys barefooted, shock-headed, that hung about staring at the
carriage as it passed.
“Have those little children got no Lizzie to comb their hair?” she
anxiously inquired; and mamma was obliged to confess that
probably they had not, at which Sunny looked much surprised.
It was a long, long drive, even with all these entertainments; and
before it ended, the twilight had faded, the moon crept higher over
the hill, and Sunshine asked in a whisper for “Maymie’s apron.” The
little “Maymie’s apron,” which had long lain in abeyance, was
produced, and she soon snuggled down in her mamma’s arms and
fell fast asleep.
When she woke up the “hotel” was reached. Such a queer hotel! You
entered by a low doorway, which opened into the kitchen below, and
a narrow staircase leading to the guest-rooms above. From the
kitchen Sunny heard a baby cry. She suddenly stopped, and would
not go a step till mamma had promised she should see the baby,—a
very little baby, only a week old. Then she mounted with dignity up
the rickety stairs, and began to examine her new apartments.
They were only two, and as homely as they well could be. Beside the
sitting-room was a tiny bedroom, with a “hole in the wall,” where
Lizzie was to sleep. This “hole in the wall” immediately attracted
Sunny; she jumped in it, and began crawling about it, and tried to
stand upright under it, which, being such a very little person, she was
just able to do. Finally, she wanted to go to sleep in it, till, hearing
she was to sleep with mamma, a much grander thing, she went up to
the bed, and investigated it with great interest likewise. Also the
preparations for her bath, which was to be in a washing-tub in front
of the parlour fire,—a peat fire. It had a delicious, aromatic smell,
and it brightened up the whole room, which was very clean and tidy,
after all.
So was the baby, which shortly appeared in its mother’s arms. She
was a pale, delicate woman, speaking English with the slow
precision of a Highlander, and having the self-composed, courteous
manner that all Highlanders have. She looked much pleased when
her baby was admired,—though not by Sunny, who, never having
seen so young a baby before, did not much approve of it, and
especially disapproved of seeing it taken into her own mamma’s
arms. So presently it and its mother disappeared, and Sunny and her
mamma were left to eat their supper of milk, bread and butter, and
eggs; which they did with great content. Sunny was not quite so
content to go to bed, but cried a little, till her mamma set the parlour
door half open, that the firelight might shine in. Very soon she also
crept in beside her little girl; who was then not afraid of anything.
But when they woke, in the dim dawn, it was under rather
“frightening” circumstances. There was a noise below, of a most
extraordinary kind, shouting, singing, dancing,—yes, evidently
dancing, though at that early hour of the morning. It could not have
been continued from overnight, mamma having distinctly heard all
the family go to bed, the children tramping loudly up the stairs at nine
o’clock, after which the inn was quite quiet. No, these must be new
guests, and very noisy guests, too. They stamped, they beat with
their feet, they cried “whoop!” or “hech!” or some other perfectly
unspellable word, at regular intervals. Going to sleep again was
impossible; especially as Sunny, unaccustomed to such a racket,
began to cry, and would have fallen into a downright sobbing fit, but
for the amusement of going to the “hole in the wall,” to wake her
Lizzie. Upon which everybody rose, the peat fire was rekindled, and
the new day began.
The good folk below stairs must have begun it rather early. They
were a marriage party, who had walked over the hills several miles,
to see the bride and bridegroom off by the boat.
“Sunny wants to look at them,” said the child, who listens to
everything, and wants to have a finger in every pie.
So, as soon as dressed, she was taken down, and stood at the door
in her mamma’s arms to see the fun.
Very curious “fun” it was. About a dozen young men and women,
very respectable-looking, and wonderfully dressed, though the
women had their muslin skirts pretty well draggled,—not surprising,
considering the miles they had trudged over mountain and bog, in
the damp dawn of the morning,—were dancing with all their might
and main, the lassies with their feet, the lads with feet, heads, hands,
tongues, snapping their fingers and crying “hech!” or whatever it
was, in the most exciting manner. It was only excitement of dancing,
however; none of them seemed the least drunk. They stopped a
minute, at sight of the lady and child, and then went on again,
dancing most determinedly, and as solemnly as if it were to save
their lives, for the next quarter of an hour.
English Lizzie, who had never seen a Highland reel before, looked
on with as much astonishment as Sunny herself. That small person,
elevated in her mamma’s arms, gazed on the scene without a single
smile; there being no music, the dance was to her merely a noise
and a scuffle. Presently she said, gravely, “Now Sunny will go away.”
They went away, and after drinking a glass of milk,—oh, what
delicious milk those Highland cows give!—they soon heard the
distant paddles of the boat, as she steamed in between the many
islands of which this sea is full.
Then mounting an extraordinary vehicle, which in the bill was called
a “carridge,” they headed a procession, consisting of the wedding
party walking sedately two and two, a young man and young woman
arm in arm, down to the pier.
The married couple were put on board the boat (together with Sunny,
her mamma, and her Lizzie, who all felt very small, and of no
consequence whatever), then there was a great shouting and waving
of handkerchiefs, and a spluttering and splattering of Gaelic good
wishes, and the vessel sailed away.
By this time it was broad daylight, though no sun was visible. Indeed,
the glorious sunrises seemed ended now; it was a gray, cheerless
morning, and so misty that no mountains could be seen to take
farewell of. The delicious Highland life was all gone by like a dream.
This homeward journey was over the same route that Sunny had
travelled a fortnight before, and she went through it in much the
same fashion.
She ran about the boat, and made friends with half a dozen people,
for no kindly face is long a strange face to Little Sunshine. She was
noticed even by the grim, weather-beaten captain (he had a lot of
little people of his own, he said), only when he told her she was “a
bonnie wee lassie,” she once more indignantly repelled the
accusation.
“I’m not a bonnie wee lassie. I’m Sunny, mamma’s little Sunny,”
repeated she, and would not look at him for at least two minutes.
She bore the various changes from sea-boat to canal-boat, etc., with
her usual equanimity. At one place there was a great crush, and they
got so squeezed up in a crowd that her mamma did not like it at all,
but Sunny was perfectly composed, mamma’s arms being
considered protection against anything. And when the nine locks
came, she cheerfully disembarked, and walked along the towing-
path for half a mile in the bravest manner. Gradually, as amusement
began to fail her, she found several playfellows on board, a little dog
tied by a string, and a pussy-cat shut up in a hamper, which formed
part of the luggage of an unfortunate gentleman travelling to London
with five daughters, six servants, and about fifty boxes,—for he was
overheard counting them. In the long, weary transit between the
canal-boat and the sea, Sunny followed this imprisoned cat, which
mewed piteously; and in its sorrows she forgot her own.
But she was growing very tired, poor child! and the sunshine, which
always has a curious effect upon her temper and spirits, had now
altogether disappeared. A white, dull, chill mist hung over the water,
fortunately not thick enough to stop traffic, as had happened two
days before, but still enough to make the river very dreary.
Little Sunshine, too, went under a cloud; she turned naughty, and
insisted on doing whatever she was bid not to do; climbing in the
most dangerous places, leaning over the boat’s side to look at the
waves: misbehaviour which required a strong hand and watchful
eyes to prevent serious consequences. But mamma was more sorry
than angry, for it was hard for the little woman; and she was
especially touched when, being obliged to forbid some stale,
unwholesome fruit and doubtful “sweeties,” over which Sunny
lingered and longed, by saying “they belonged to the captain,” the
child answered, sweetly:
“But if the kind captain were to give Sunny some, then she might
have them?”
The kind captain not appearing, alas! she passed the basket with a
sigh, and went down to the engines. To see the gigantic machinery
turning and turning, never frightened, but only delighted her. And
mamma was so thankful to find anything to break the tedium of the
fourteen hours’ journey, that though her little girl went down to the
engine-room neat and clean in a white pelisse, and came up again
looking just like a little sweep, she did not mind it at all!
Daylight faded; the boat emptied gradually of its passengers,
including the gentleman with the large family and the fifty boxes; and
on deck it began to grow very cold. Sunny had made excursions
down below for breakfast, dinner, and tea, at all of which meals she
conducted herself with the utmost propriety, but now she took up her
quarters permanently in the comfortable saloon.
Not to sleep, alack! though her mamma settled down in a corner, and
would have given anything for “just one little minute,” as Sunny says,
of quiet slumber, but the child was now preternaturally wide awake,
and as lively as a cricket. So was a little boy, named Willie, with
whom she had made friends, and was on such terms of intimacy that
they sat on the floor and shared their food together, and then jumped
about, playing at all sorts of games, and screaming with laughter, so
that even the few tired passengers who remained in the boat, as she
steamed up the narrow, foggy river, could not help laughing too.
This went on for the space of two hours more, and even then Sunny,
who was quite good now, was with difficulty caught and dressed, in
preparation for the stopping of the boat, when she was promised she
should see papa. But she will endure any martyrdom of bonnet-tying
or boot-buttoning if only she thinks she is going to meet her papa.
Unluckily there had been some mistake as to hours, and when she
was carried on deck, in the sudden darkness, broken only by the
glimmer of the line of lights along the wharf, and plunged into the
midst of a dreadful confusion,—porters leaping on board and
screaming to passengers, and passengers searching wildly for their
luggage,—no papa was there. To double her grief, she also lost her
mamma, who of course had to see to things at once herself. Through
the noise and whirl she heard the voice of the child, “Mamma!
mamma!” It was a cry not merely of distress,—but agony, with a
“grown-up” tone in it of actual despair. No doubt the careless jest of
Maurice’s papa had rankled in her little mind, and she thought
mamma was torn from her in real truth, and for ever.
When at last mamma came back, the grasp with which the poor little
girl clung to her neck was absolutely frantic.
“Mamma went away and left Sunny,—Sunny lost mamma,” and
mamma could feel the little frame shaking with terror and anguish.
Poor lamb! there was nothing to be done but to take her and hold her
tight, and stagger with her somehow across the gangway to the cab.
But even there she never loosened her clasp for a minute till she got
safe into a bright, warm house, where she found her own papa. Then
the little woman was content.
She had still another journey before her, and without her papa too. A
night journey, which promised to be easy and comfortable, but
turned out quite the contrary. A journey in which Sunny’s powers of
endurance were taxed to the utmost, so that it will be years before
she forgets the wind-up of her holiday.
Her papa put his family safe in a carriage all to themselves, and
under special charge of the guard. Then he left them, just settling
down to sleep; Sunny being disposed of in a snug corner, with an air-
cushion for a pillow, and furry shawls wrapped about her, almost as
cosy as in her own little crib, in which, after her various changes and
vicissitudes, she was soon to repose once more.
She fell asleep in five minutes, and her mamma, who was very tired,
soon dozed also, until roused by a sharp cry of fright. There was the
poor little girl, lying at the bottom of the carriage, having been thrown
there by its violent rocking. It rocked still, and rocked for many, many
miles, in the most dreadful manner. When it stopped the guard was
appealed to, who said it was “the coupling-chains too slack,” and
promised to put all right. So the travellers went to sleep again, this
time Sunny in her mamma’s arms, which she refused to quit.
Again more jolting, and another catastrophe; mamma and the child
finding themselves lying both together on the floor. This time Sunny
was much frightened, and screamed violently, repulsing even her
mamma.
“I thought you were not my own mamma; I thought you were
somebody else,” said she, afterward, and it was a long time before
she came to her right self and cuddled down; the oscillation of the
carriage continuing so bad that it was as much as her mamma could
do, by wrapping her own arms around her, to protect the poor child
from being hurt and bruised.
The guard, again appealed to, declared there was no danger, and
that he would find a more comfortable carriage at the next stopping-
place: but in vain. It was a full train, and the only two seats vacant
were in a carriage full of gentlemen, who might object to a poor,
sleepy, crying child. The little party went hopelessly back.
“Perhaps those gentlemen might talk so loud they might waken
Sunny,” said the child, sagely, evidently remembering her
experiences of five weeks ago. At any rate, nobody wished to try the
experiment.
Since there was no actual danger, the only remedy was endurance.
Mamma settled herself as firmly as she could, making a cradle of her
arms. There, at length, the poor child, who had long ceased crying,
and only gave an occasional weary moan, fell into a doze, which
ended in quiet sleep. She was very heavy, and the hours seemed
very long, but still they slipped away somehow. Nothing is absolutely
unbearable when one feels that, being inevitable, it must be borne.
Of course nobody slept, except the child, until near daybreak, when
a new and more benevolent guard came to the rescue, had the
coupling-chains fastened (which, they found, had never been done
at all till now), and lessened the shaking of the carriage. Then tired
Lizzie dropped asleep too, and the gray morning dawned upon a
silent carriage, sweeping rapidly across the level English country, so
different from that left behind. No more lochs, no more mountains.
No more sunshine either, as it appeared; for there was no sign of
sunrise, and the day broke amidst pelting rain, which kept drip, drip,
upon the top of the carriage, till it seemed as if a deluge would soon
be added to the troubles of the journey.
But these were not so bad now. Very soon the little girl woke up,
neither frightened nor cross, but the same sunshiny child as ever.
“Mamma!” she said, and smiled her own beaming smile, and sat up
and looked about her. “It’s daylight. Sunny wants to get up.”
That getting up was a most amusing affair. It lasted as long as
mamma’s ingenuity could possibly make it last, without any
assistance from poor, worn-out Lizzie, who was left to sleep her fill.
First, Sunny’s face and hands had to be washed with a damp
sponge, and wiped with mamma’s pocket-handkerchief. Then her
hair was combed and brushed, with a brush that had a looking-glass
on the back of it; in which she contemplated herself from time to
time, laughing with exceeding merriment. Lastly, there was breakfast
to be got ready and eaten.
A most original breakfast! Beginning with a large pear, out of a
basketful which a kind old gentleman had made up as a special
present to Sunny; then some ham sandwiches,—from which the ham
was carefully extracted; then a good drink of milk. To uncork the
bottle in which this milk had been carried, and pour it into the horn
cup without spilling, required an amount of skill and care which
occupied both mamma and Sunny for ever so long. In fact, they
spent over their dressing and breakfasting nearly an hour; and by
this time they were both in the best of spirits, and benignly
compassionate to Lizzie, who slept on, and wanted no breakfast.
And when the sun at last came out, a watery and rather melancholy
orb, not at all like the sun of the Highlands, the child was as bright
and merry as if she had not travelled at all, and played about in the
railway-carriage just as if it were her own nursery.
This was well, for several weary hours had still to be passed; the
train was far behind its time; and what poor mamma would have
done without the unfailing good temper of her “sunshiny child,” she
could not tell. When London was reached, and the benevolent guard
once more put his head into the carriage, with “Here we are at last. I
should think you’d had enough of it, ma’am,” even he could not help
giving a smile to the “little Missy” who was so merry and so good.
In London was an hour or two more of weary delay; but it was under
a kindly roof, and Sunny had a second beautiful breakfast, all proper,
with tea-cups and a table-cloth; which she did not seem to find half
so amusing as the irregular one in the railway-carriage. But she was
very happy, and continued happy, telling all her adventures in
Scotland to a dear old Scotchwoman whom she loves exceedingly,
and who loves her back again. And being happy, she remained
perfectly good, until once more put into a “puff-puff,” to be landed at
her own safe home.
Home. Even the child understood the joy of going home. She began
talking of “Sunny’s nursery;” “Sunny’s white pussy;” “Sunny’s little
dog Rose;” and recalling all the servants by name, showing she
forgot nothing and nobody, though she had been absent so long.
She chattered all the way down, till some ladies who were in the
carriage could hardly believe she had been travelling all night. And
when the train stopped, she was the first to look out of the window
and call out, “There’s godmamma!”
So it was! Sunny’s own, kind godmamma, come unexpectedly to
meet her and her tired mamma at the station; and oh, they were both
so glad!
“Glad” was a small word to express the perfect and entire felicity of
getting home,—of finding the house looked just as usual; that the
servants’ cheerful faces beamed welcome; that even the doggie
Rose barked, and white pussy purred, as if both were glad Little
Sunshine was back again. She marched up-stairs, lifting her short
legs deliberately one after the other, and refusing to be carried; then
ran into her nursery just as if she had left it only yesterday. And she
“allowed” her mamma to have dinner with her there, sitting at table,
as grand as if she were giving a dinner-party; and chattering like a
little magpie to the very end of the meal. But after that she collapsed.
So did her mamma. So did her Lizzie. They were all so dreadfully
tired that human nature could endure no more. Though it was still
broad daylight, and with all the delights of home around them, they
went to bed, and slept straight on,—mamma “all around the clock,”
and the child and her Lizzie for fourteen hours!
Thus ended Little Sunshine’s Holiday. It is told just as it happened, to
amuse other little people, who no doubt are as fond as she is of
hearing “stories.” Only this is not a story, but the real truth. Not the
whole truth, of course, for that would be breaking in upon what
grown-up people term “the sanctities of private life.” But there is no
single word in it which is not true. I hope you will like it, little people,
simple as it is. And so, good-bye!
Finis
L. C. Page & Company’s
Cosy Corner Series
OF
Charming Juveniles
Each one volume, 16mo, cloth, Illustrated, 50 cents
Ole Mammy’s Torment. By Annie Fellows-Johnston.

Author of “The Little Colonel,” etc.
The Little Colonel. By Annie Fellows-Johnston.
Author of “Big Brother.”
Big Brother. By Annie Fellows-Johnston.
The Gate of the Giant Scissors. By Annie Fellows-
Johnston.
Two Little Knights of Kentucky, who were “The Little
Colonel’s” neighbors. By Annie Fellows-Johnston.
A sequel to “The Little Colonel.”
The Story of Dago. By Annie Fellows-Johnston.
Farmer Brown and the Birds. By Frances Margaret
Fox.
A little story which teaches children that the birds are
man’s best friends.
Story of a Short Life. By Juliana Horatia Ewing.
This beautiful and pathetic story is a part of the
world’s literature and will never die.
Jackanapes. By Juliana Horatia Ewing.
A new edition, with new illustrations, of this exquisite
and touching story, dear alike to young and old.
The Little Lame Prince. By Miss Mulock.
A delightful story of a little boy who has many
adventures by means of the magic gifts of his fairy
godmother.
The Adventures of a Brownie. By Miss Mulock.
The story of a household elf who torments the cook
and gardener, but is a constant joy and delight to
the children.
His Little Mother. By Miss Mulock.
Miss Mulock’s short stories for children are a constant
source of delight to them, and “His Little Mother,” in
this new and attractive dress, will be welcomed by
hosts of readers.
Little Sunshine’s Holiday. By Miss Mulock.
“Little Sunshine” is another of those beautiful child-
characters for which Miss Mulock is so justly
famous.
Wee Dorothy. By Laura Updegraff.
A story of two orphan children, the tender devotion of
the eldest, a boy, for his sister being its theme.
Rab and His Friends. By Dr. John Brown.
Doctor Brown’s little masterpiece is too well known to
need description.
The Water People. By Charles Lee Sleight.
Relating the further adventures of “Harry,” the little
hero of “The Prince of the Pin Elves.”
The Prince of the Pin Elves. By Chas. Lee Sleight.
A fascinating story of the underground adventures of
a sturdy, reliant American boy among the elves and
gnomes.
Helena’s Wonderworld. By Frances Hodges White.
A delightful tale of the adventures of a little girl in the
mysterious regions beneath the sea.
The Adventures of Beatrice and Jessie. By Richard
Mansfield.
A bright and amusing story of the strange adventures
of two little girls in the “realms of unreality.”
A Child’s Garden of Verses. By R. L. Stevenson.
This little classic is undoubtedly the best of all
volumes of poetry for children.
Little King Davie. By Nellie Hellis.
It is sufficient to say of this book that it has sold over
110,000 copies in England, and consequently
should well be worthy of a place in “The Cosy
Corner Series.”
Little Peterkin Vandike. By Charles Stuart Pratt.
The author’s dedication furnishes a key to this
charming story.
“I dedicate this book, made for the amusement of the
boys who may read it, to the memory of one boy,
who would have enjoyed as much as Peterkin the
plays of the Poetry Party.”
The Making of Zimri Bunker. A Tale of Nantucket. By W.
J. Long.
The story deals with a sturdy American fisher lad
during the war of 1812.
The Fortunes of the Fellow. By Will Allen Dromgoole.
A sequel to “The Farrier’s Dog and His Fellow.”
The Farrier’s Dog and His Fellow. By Will Allen
Dromgoole.
This story, written by the gifted young Southern
woman, will appeal to all that is best in the natures
of her many admirers.
The Sleeping Beauty. A Modern Version. By Martha B.
Dunn.
A charming story of a little fishermaid of Maine,
intellectually “asleep,” until she meets the “Fairy
Prince.”
The Young Archer. By Charles E. Brimblecom.
A strong and wholesome story of a boy who
accompanied Columbus on his voyage to the New
World.
For His Country. By Marshall Saunders.
A beautiful story of a patriotic little American lad.
A Little Puritan’s First Christmas. By Edith Robinson.
A Little Daughter of Liberty. By Edith Robinson.
Author of “A Loyal Little Maid,” “A Little Puritan
Rebel,” etc.
A true story of the Revolution.
A Little Puritan Rebel. By Edith Robinson.
An historical tale of a real girl, during the time when
the gallant Sir Harry Vane was governor of
Massachusetts.
A Loyal Little Maid. By Edith Robinson.

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★★★ Table of Contents ★ ★ ★

What Is a Presidential Election?

And the Winner Is…

© Shell Education #51352—Understanding Elections

★★★ The Importance of Civic Education ★ ★ ★

“Young people must learn how to participate in a democracy.”

#51352—Understanding Elections © Shell Education

★★★ The Importance of Civic Education (cont.) ★★★

© Shell Education #51352—Understanding Elections

★★★ How to Use This Book ★ ★ ★

#51352—Understanding Elections © Shell Education

★★★ How to Use This Book (cont.) ★★★

Activities in this Book (cont.)

© Shell Education #51352—Understanding Elections

Paired Texts Reading and Activities

#51352—Understanding Elections © Shell Education

Choosing a Leader (cont.)

Primary Source Connection Puzzle Time!

Answer Key Election Day Step-by-Step (page 14)

© Shell Education #51352—Understanding Elections

★★★ Election Day! ★★★

It is November. It is Tuesday. It is Election Day! Eva is

Directions: Think of a time you had to make a

#51352—Understanding Elections © Shell Education

★★★ What Is an Election? ★★★

Do you know what an election is? It is a fair way to

© Shell Education #51352—Understanding Elections

★★★ What Is an Election? (cont.) ★★★

Directions: An election is a fair way to make a choice. When

Sal does not share. Gigi takes a turn as

Everyone rides the bus. Only tall kids can buy

#51352—Understanding Elections © Shell Education

★★★ Election Day Details ★★★

Directions: Use the information from Election Day! and What

1. What month and day of 2. Where do people go to

3. What is a ballot? 4. What happens after

Bonus: Why are elections fair?

© Shell Education #51352—Understanding Elections

★★★ Election Day Step-by-Step ★★★

Directions: Write the steps a person takes on Election Day. Use

Step 1: She goes to the _______________________________________ .

Step 2: She gets a _____________________________________________ .

Step 3: She ______________________________ or chooses a leader.

Step 4: She puts her ballot in the _____________________________ .

#51352—Understanding Elections © Shell Education

★★★ Fair Elections Primary Source ★★★

Primary Source Background Information

© Shell Education #51352—Understanding Elections

★★★ Fair Elections Primary Source (cont.) ★★★

Directions: Can you think of something that is fair? Can you

#51352—Understanding Elections © Shell Education

★★★ Fill It In! Vocabulary Puzzle ★★★

Directions: Fill in the missing letters in the vocabulary words.

#51352—Understanding Elections © Shell Education

© Shell Education #51352—Understanding Elections

#51352—Understanding Elections © Shell Education

© Shell Education #51352—Understanding Elections

#51352—Understanding Elections © Shell Education

© Shell Education #51352—Understanding Elections

#51352—Understanding Elections © Shell Education

© Shell Education #51352—Understanding Elections

#51352—Understanding Elections © Shell Education

© Shell Education #51352—Understanding Elections

#51352—Understanding Elections © Shell Education

© Shell Education #51352—Understanding Elections

#51352—Understanding Elections © Shell Education

© Shell Education #51352—Understanding Elections

#51352—Understanding Elections © Shell Education

3. P O L I G L C E

Answer: a

© Shell Education #51352—Understanding Elections

#51352—Understanding Elections © Shell Education

© Shell Education #51352—Understanding Elections

#51352—Understanding Elections © Shell Education

© Shell Education #51352—Understanding Elections

#51352—Understanding Elections © Shell Education

© Shell Education #51352—Understanding Elections

#51352—Understanding Elections © Shell Education

© Shell Education #51352—Understanding Elections

#51352—Understanding Elections © Shell Education

© Shell Education #51352—Understanding Elections

#51352—Understanding Elections © Shell Education

4. Add 10. _ + 10 = _

5. Add 3. _ + 3 = _

6. Subtract 8. _ – 8 = _

7. Subtract 9. _ – 9 = _

8. Add 7. _ + 7 = _

9. Subtract 4. _ – 4 = _

10. Add 9. _ + 9 = _

© Shell Education #51352—Understanding Elections

#51352—Understanding Elections © Shell Education

© Shell Education #51352—Understanding Elections

#51352—Understanding Elections © Shell Education

© Shell Education #51352—Understanding Elections