1. Introduction Have you ever wondered what our nation would be like if past presidents never ran for office? Sure you’ve heard the names of famous presidents in our country’s history, but do you really know why some presidents are considered more famous and influential than others?
You are a historian. You will design and participate in a debate with other historians around the United States to analyze the role of the president, various influential presidents, and the impact these individuals had on our nation. Who was the most influential president? That is for you to decide based on prior knowledge, your research and your application of concepts.
2. Task For this assignment, you will have one main task: To analyze the role of the president, who the most influential president was/is and what impact this individual had on our nation. Debates take place in our everyday lives and everyone has their own opinion. Think about some of the United States Presidents that you have learned about in other classes. Who accomplished a lot during his presidency? Who made the most changes or implemented the most programs? Who gained the popular vote of the people?
You are a historian who needs to take a position on this issue: Who was the most influential president? You will work with one other historian in your state to come up with a common theme and participate in a debate with other historians around the country. You have to be able to convince others that your president made the most positive moves during his presidency.
3. Process
Step 1:Group Assignments
You will be placed in groups of two based on the state drawn from the hat. You or your partner will draw a state (12 states) and the teacher will then select a partner for that student. Each group of two will represent a state and choose the most influential president to represent in the classroom debate. There is no limit on which president you choose. You must use your prior knowledge to select your president together. What have you heard about certain U.S. Presidents? Who is still revered by people today? Select your United States president. Then, move on to Step 2 and begin your research.
*Note: This is not about whether or not you agree with a certain president's decisions; you are simply discussing the events and decisions that made them influential. For example, you don't have to justify Truman's decision to drop the atom bombs to argue the importance of the event itself.
Step 2: Research
Throughout your research, make sure to get information on your president's life, accomplishments, influential decisions/legislation and unique qualities. Make sure you gather as much information as you can on the president you choose. You can work together or divide the research up between texts and online resources. Then, meet to discuss what you found. You may also research together. It is up to you! If you know of any other resources other than the ones listed here, please let me know!
How should you organize your research? You will use https://bubbl.us/ to map out the important ideas that are emerging from your research. Concept maps begin with the main idea in the middle and the supporting facts branch out from it. This is a good way to organize the supporting facts for the debate. You may take additional notes using other graphic organizers if you need to. Think of the graphic organizers we have used in class.
Here are some links that will be useful in your research about the president you selected:
Check out these informational texts in the classroom library to help you locate information about the president you chose:
Don't Know Much About the Presidents By: Kenneth C. Davis
If the Walls Could Talk: Family Life at the White House By: Jane O' Conner
The New Big Book of U.S. Presidents: Fascinating Facts about Each and Every President, Including an American History Timeline By: Todd Davis
Our Country's Presidents: All You Need to Know About the Presidents, from George Washington to Barack Obama by: Ann BausmanEncyclopedias and Regular/Children's Dictionaries
BEGIN RESEARCHING!!! Step 3: Evaluation and Argument Building You must review all the information that you gathered with your partner. Together you need to come up with a list of the 5 (at least) most important facts/influential ideas about your president. Synthesize key points about your choice of president by identifying him and then giving a rationale for your choice. These facts will be the basis for your persuasive presentations and debate. Here are some ideas to get your minds working...
What makes him unique?
What did he contribute to the United States?
What did he contribute to the country?
What were his biggest accomplishments?
Did he overcome obstacles in their lives?
How is our life different today because of this president?
As you are creating your list, keep in mind that you are using these facts to debate with other historians. Most importantly, make sure you have facts, rationales, and research to support any opinions that you may have developed! Come up with facts that will help convince them that your president is the most influential of all the other presidents. Begin thinking about what you would like to include in your presentation and debate with other members of the class.
* Use the discussion post on the wiki for notes or other items that you deem important to share with your partner. Discussion Board
Step 4: Presentation
It is now time to create your persuasive presentation to show before the debate begins! There are two main components of this phase: your presentation and your visual aid. Your visual aid needs to accompany and enhance your oral presentation. For your visual you can use power point, videos, overheads, handouts, etc. You may want to include photographs, drawings, timelines or any other memorabilia you can find.
Requirements:
Your presentation needs to be one (1) slide.
You need to include five (5) important talking points that include facts/accomplishments of your president.
You need to include a visual aid. This can be a link to a video, photographs, drawings, charts, maps, timelines, etc. Anything that you think will be important to make your argument about the president you chose.
Below are some resources that you may use to create your PowerPoint Presentation. Animations are optional.
Resources to use to help create the presentation: Teacher: Classroom and Computer teacher Peers http://www.actden.com/pp/ This website provides a step-by-step PowerPoint tutorial Check this book out in the classroom library for extra assistance: 50 Quick & Easy PowerPoint Activities: 2nd Editionby Tammy Worcester
Step 5: Debate
It’s time to debate. Today is the day! You will meet with your partner and we will begin the debate. Be sure to have everything that you need in front of you. Each “state” group will have 5 UNINTERRUPTED minutes to present the facts about why they think their president is the most influential. This means that while the group is talking, no one else is allowed to be talking. They must be listening and/or taking notes. If more than one group chose the same president, they may chose to work together or separate if they have different ideas. The PowerPoint presentations will be shown first and students may take notes to use as arguments/rebuttals during the debate. Students may also show their visual aide at this time to the students.
After the PowerPoint presentations, the debate begins. I will be the mediator and tell each group of students when they may begin. After we hear all sides from all the groups, each group will have 5-7 minutes to prepare a rebuttal to another group. Who did you disagree with? Why? Are they missing some important facts? Why is your president better? Go to this site below to input your opinion:
After rebuttals, the class will hold a discussion about the facts that were presented. The conclusion can be made about who the most influential president is or we can agree to disagree. It is up to the historians to present the cold, hard facts!
4. Evaluation:
Beginning1
Developing2
Accomplished3
Exemplary4
Score
In an oral presentation, the students will present the 5 key points for their debate and provide 1 visual aid.
No attempt to follow style for presentation is apparent. Provides no key features and no visual aid.
Deviates significantly from expectations. Includes less than 3 key points and 1 visual aid that does not adequately provide a well-rounded view of the selected president.
Deviates slightly from expectations. Includes 3-5 key points and 1 visual aid that provide a view of the selected president.
Follows expectations exactly and includes 5 or more key points and 1 or more visual aids that provide a well-rounded view of the selected President
By participating in a debate, students will analyze and argue the 5 key points about their selected United States president.
Viewpoints are unclear and disorganized. Students do not include key points about their president. Arguments lack factual support.
Some viewpoints are clear. Students include less than 3 key points about their president. Some arguments are supported with facts but have no examples.
Most viewpoints are clear. Students include 3-5 key points about their president. Most arguments are supported with facts and examples.
Viewpoints are clear and organized. Students include 5 key points about their president. Arguments are supported with facts and examples.
By conducting computer research, the student will collect and report on mapping aid factual data about the president they selected.
Research is not factual and contains several historical inaccuracies. Concept map is not organized and will not lead to a developed argument.
Research is somewhat factual and contains historical inaccuracies. Concept map is somewhat organized and can lead to an argument.
Research is factual but contains some historical inaccuracies. Concept map is organized and will lead to a good argument.
Research is factual and contains no historical inaccuracies. Concept map is well organized and will lead to a developed argument.
By participating in group work, each student will contribute equally during research and debate time. (Graded individually).
Rarely listened to, shared with, and supported the efforts of others. Often was not a good partner.
Often listened to, shared with, and supported the efforts of others, but sometimes was not a good partner.
Usually listened to, shared with, and supported the efforts of others. Did not cause "waves" in the group.
Almost always listened to, shared with, and supported the efforts of others. Tried to keep partner on track.
5. Conclusion:
CONGRATULATIONS! You have done a great job. Now that your research and debate is complete, it is time to think about what you have learned, how you learned it, and how you shared it. Think about the following questions, and then we will answer them as a class:
How does the president use his power to influence the United States and make appropriate decisions?
Which president did your group choose? Why did your group chose this president?
What did you learn about the way your president influenced the people of the United States?
Do any aspects of this president’s life relate to your own? If so, what are they?
What are some other ways to share the information that you learned besides a debate?
1. Introduction
Have you ever wondered what our nation would be like if past presidents never ran for office? Sure you’ve heard the names of famous presidents in our country’s history, but do you really know why some presidents are considered more famous and influential than others?
You are a historian. You will design and participate in a debate with other historians around the United States to analyze the role of the president, various influential presidents, and the impact these individuals had on our nation. Who was the most influential president? That is for you to decide based on prior knowledge, your research and your application of concepts.
2. Task
For this assignment, you will have one main task: To analyze the role of the president, who the most influential president was/is and what impact this individual had on our nation.
Debates take place in our everyday lives and everyone has their own opinion. Think about some of the United States Presidents that you have learned about in other classes. Who accomplished a lot during his presidency? Who made the most changes or implemented the most programs? Who gained the popular vote of the people?
You are a historian who needs to take a position on this issue: Who was the most influential president? You will work with one other historian in your state to come up with a common theme and participate in a debate with other historians around the country. You have to be able to convince others that your president made the most positive moves during his presidency.
3. Process
Step 1: Group Assignments
You will be placed in groups of two based on the state drawn from the hat. You or your partner will draw a state (12 states) and the teacher will then select a partner for that student. Each group of two will represent a state and choose the most influential president to represent in the classroom debate. There is no limit on which president you choose. You must use your prior knowledge to select your president together. What have you heard about certain U.S. Presidents? Who is still revered by people today? Select your United States president. Then, move on to Step 2 and begin your research.*Note: This is not about whether or not you agree with a certain president's decisions; you are simply discussing the events and decisions that made them influential. For example, you don't have to justify Truman's decision to drop the atom bombs to argue the importance of the event itself.
Step 2: Research
Throughout your research, make sure to get information on your president's life, accomplishments, influential decisions/legislation and unique qualities. Make sure you gather as much information as you can on the president you choose. You can work together or divide the research up between texts and online resources. Then, meet to discuss what you found. You may also research together. It is up to you! If you know of any other resources other than the ones listed here, please let me know!How should you organize your research? You will use https://bubbl.us/ to map out the important ideas that are emerging from your research. Concept maps begin with the main idea in the middle and the supporting facts branch out from it. This is a good way to organize the supporting facts for the debate. You may take additional notes using other graphic organizers if you need to. Think of the graphic organizers we have used in class.
Here are some links that will be useful in your research about the president you selected:
White House History of Presidents
The National Archives
American Presidents: Life Portraits
Smithsonian Institute
PBS Kids
Facts About American Presidents
Miller Center
Biographies and videos of presidents
Check out these informational texts in the classroom library to help you locate information about the president you chose:
Don't Know Much About the Presidents
By: Kenneth C. Davis
If the Walls Could Talk: Family Life at the White House
By: Jane O' Conner
The New Big Book of U.S. Presidents: Fascinating Facts about Each and Every President, Including an American History Timeline
By: Todd Davis
Our Country's Presidents: All You Need to Know About the Presidents, from George Washington to Barack Obama
by: Ann BausmanEncyclopedias and Regular/Children's Dictionaries
BEGIN RESEARCHING!!!
Step 3: Evaluation and Argument Building
You must review all the information that you gathered with your partner. Together you need to come up with a list of the 5 (at least) most important facts/influential ideas about your president. Synthesize key points about your choice of president by identifying him and then giving a rationale for your choice. These facts will be the basis for your persuasive presentations and debate. Here are some ideas to get your minds working...
As you are creating your list, keep in mind that you are using these facts to debate with other historians. Most importantly, make sure you have facts, rationales, and research to support any opinions that you may have developed! Come up with facts that will help convince them that your president is the most influential of all the other presidents. Begin thinking about what you would like to include in your presentation and debate with other members of the class.
* Use the discussion post on the wiki for notes or other items that you deem important to share with your partner. Discussion Board
Step 4: Presentation
It is now time to create your persuasive presentation to show before the debate begins! There are two main components of this phase: your presentation and your visual aid.Your visual aid needs to accompany and enhance your oral presentation. For your visual you can use power point, videos, overheads, handouts, etc. You may want to include photographs, drawings, timelines or any other memorabilia you can find.
Requirements:
- Your presentation needs to be one (1) slide.
- You need to include five (5) important talking points that include facts/accomplishments of your president.
- You need to include a visual aid. This can be a link to a video, photographs, drawings, charts, maps, timelines, etc. Anything that you think will be important to make your argument about the president you chose.
Below are some resources that you may use to create your PowerPoint Presentation. Animations are optional.Resources to use to help create the presentation:
Teacher: Classroom and Computer teacher
Peers
http://www.actden.com/pp/ This website provides a step-by-step PowerPoint tutorial
Check this book out in the classroom library for extra assistance:
50 Quick & Easy PowerPoint Activities: 2nd Edition by Tammy Worcester
Step 5: Debate
It’s time to debate. Today is the day! You will meet with your partner and we will begin the debate. Be sure to have everything that you need in front of you. Each “state” group will have 5 UNINTERRUPTED minutes to present the facts about why they think their president is the most influential. This means that while the group is talking, no one else is allowed to be talking. They must be listening and/or taking notes. If more than one group chose the same president, they may chose to work together or separate if they have different ideas. The PowerPoint presentations will be shown first and students may take notes to use as arguments/rebuttals during the debate. Students may also show their visual aide at this time to the students.After the PowerPoint presentations, the debate begins. I will be the mediator and tell each group of students when they may begin. After we hear all sides from all the groups, each group will have 5-7 minutes to prepare a rebuttal to another group. Who did you disagree with? Why? Are they missing some important facts? Why is your president better? Go to this site below to input your opinion:
After rebuttals, the class will hold a discussion about the facts that were presented. The conclusion can be made about who the most influential president is or we can agree to disagree. It is up to the historians to present the cold, hard facts!
4. Evaluation:
Provides no key features and no visual aid.
Includes less than 3 key points and 1 visual aid that does not adequately provide a well-rounded view of the selected president.
Includes 3-5 key points and 1 visual aid that provide a view of the selected president.
Students do not include key points about their president.
Arguments lack factual
support.
Students include less than 3 key points about their president.
Some arguments are supported with facts but have no examples.
Students include 3-5 key points about their president.
Most arguments are supported with facts and examples.
Students include 5 key points about their president.
Arguments are supported with facts and examples.
Concept map is not organized and will not lead to a developed argument.
Concept map is somewhat organized and can lead to an argument.
Concept map is organized and will lead to a good argument.
Concept map is well organized and will lead to a developed argument.
(Graded individually).
5. Conclusion:
CONGRATULATIONS! You have done a great job.Now that your research and debate is complete, it is time to think about what you have learned, how you learned it, and how you shared it. Think about the following questions, and then we will answer them as a class:
- How does the president use his power to influence the United States and make appropriate decisions?
- Which president did your group choose? Why did your group chose this president?
- What did you learn about the way your president influenced the people of the United States?
- Do any aspects of this president’s life relate to your own? If so, what are they?
- What are some other ways to share the information that you learned besides a debate?
If you would like to learn more about the presidents you studied as well as other United States Presidents, you can check out these websites:http://www.whitehouse.gov/about/white-house-101 http://pbskids.org/wayback/ http://kids.nationalgeographic.com/kids/stories/peopleplaces/georgewashingtonicecream/ http://www.ipl.org/div/potus/gwashington.html
=