ALEX Classroom Resource

  

Lesson: A Simulated Election

  Classroom Resource Information  

Title:

Lesson: A Simulated Election

URL:

https://www.civiced.org/voting-lessons/a-simulated-election

Content Source:

Other
Center for Civic Education
Type: Lesson/Unit Plan

Overview:

Students take part in a simulated election in which they roleplay poll workers at a polling site and vote in a simulated election. Students become familiar with polling site procedures and the mechanics of voting in their state. When the election simulation coincides with a general election or a state election, it provides for a more authentic experience. A supervisor should be in the vicinity of the voting booths you have created (or provided for), to assist students who may have questions about the voting process and mechanisms. A teacher can use their own classroom or a different room (i.e. Library, Media Room, Cafeteria, etc.) to complete any part or all of this lesson. 

Content Standard(s):
Social Studies
SS2010 (2010)
Grade: 1
Living and Working Together in Family and Community and State
2 ) Identify rights and responsibilities of citizens within the local community and state.

•  Describing how rules in the community and laws in the state protect citizens' rights and property
•  Describing ways, including paying taxes, responsible citizens contribute to the common good of the community and state
•  Demonstrating voting as a way of making choices and decisions
Unpacked Content
Strand: Economics, Civics and Government
Course Title: Living and Working Together in Family and Community and State
Evidence Of Student Attainment:
Students:
  • Identify themselves as a citizen of their community.
  • Describe the use of rules and laws in the community and the state.
  • Identify the purpose of paying taxes and how this contributes to the betterment of the community.
  • Demonstrate the ability to vote and make choices through mock elections in the classroom.
Teacher Vocabulary:
  • identify
  • describe
  • demonstrate
  • rules
  • laws
  • rights
  • responsibilities
  • community
  • citizen
  • state
  • property
  • taxes
  • voting
  • choices
  • decisions
Knowledge:
Students know:
  • How to identify their rights as students and citizens in their community and state.
  • How to have respect for their personal belongings and other's belongings.
  • How to understand rules and consequences of breaking rules as students and citizens in their community and state.
  • How to be responsible for classroom jobs and chores at home to contribute to the common good.
  • How to vote in order to make choices or decisions.
  • Vocabulary: rules, laws, rights, responsibilities, community, citizen, state, property, taxes, voting, choices and decisions
Skills:
Students are able to:
  • Describe how rules and laws protect rights and property of the people in the community.
  • Describe ways responsible citizens contribute to the common good of the community and state (for example paying taxes).
  • Demonstrate voting as a way of making choices and decisions.
Understanding:
Students understand that:
  • There is an importance to their rights and responsibilities as citizens of their community and state.
  • Rules and laws protect citizens' rights and property.
  • It is important to make choices and decisions through voting. Citizens contribute to the common good of their community and state (for example, by paying taxes, conservation, volunteering, etc.).

Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.1.2- Demonstrate an understanding of rules and why rules are important; identify an understanding of rules within the classroom; explain why voting is a way of making choices and decisions.


Social Studies
SS2010 (2010)
Grade: 2
Living and Working Together in State and Nation
1 ) Relate principles of American democracy to the founding of the nation.

•  Identifying reasons for the settlement of the thirteen colonies
•  Recognizing basic principles of the Declaration of Independence, the Constitution of the United States, the establishment of the three branches of government, and the Emancipation Proclamation
•  Demonstrating the voting process, including roles of major political parties
•  Utilizing school and classroom rules to reinforce democratic values
Unpacked Content
Strand: History, Civics and Government
Course Title: Living and Working Together in State and Nation
Evidence Of Student Attainment:
Students:
  • Identify the reasons for the settlement of the thirteen colonies and relate these to the development of American democracy.
  • Recognize the principles of American democracy that are exhibited in primary documents and basic institutions, including: the Declaration of Independence, the Constitution of the United States, the establishment of the three branches of government, and the Emancipation Proclamation.
  • Demonstrate the voting process and relate the role of political parties to this process.
  • Relate school and classroom rules to participation in a democracy.
Teacher Vocabulary:
  • relate
  • American
  • democracy
  • identify
  • settlement
  • recognize
  • principles
  • executive
  • legislative
  • judicial
  • demonstrate
  • political parties
  • utilize
  • democratic values
Knowledge:
Students know:
  • Reasons for the settlement of the thirteen colonies the voting process.
  • The three branches of government and how they were established.
  • The roles of major political parties within the voting process. School and classroom rules.
  • Democratic values as expressed in documents such as the Declaration of Independence, the Constitution, and the Emancipation Proclamation.
  • Vocabulary: American democracy, founding of the nation, settlement, thirteen colonies, Declaration of Independence, Constitution of the United States, government, executive branch, legislative branch, judicial branch, voting process, election, political parties, Democrat, Republican, Independent, Libertarian, rules, democratic values
Skills:
Students are able to:
  • Analyze a primary document.
  • Relate the founding of our nation to American democracy.
  • Identify the basic principles of democracy found in the Declaration of Independence.
  • Identify the basic principles of democracy found in the Constitution of the United States.
  • Describe the establishment of the three branches of government.
  • Recognize the roles of the major political parties in the voting process.
  • Utilize school and classroom rules.
Understanding:
Students understand that:
  • Democracy is the principle on which our nation was founded.

Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.2.1- Participate in and identify classroom activities that reflect and reinforce democratic values in school and the community.


Social Studies
SS2010 (2010)
Grade: 7
Civics
12 ) Describe how the United States can be improved by individual and group participation in civic and community activities.

•  Identifying options for civic and community action
Examples: investigating the feasibility of a specific solution to a traffic problem, developing a plan for construction of a subdivision, using maps to make and justify decisions about best locations for public facilities

•  Determining ways to participate in the political process
Examples: voting, running for office, serving on a jury, writing letters, being involved in political parties and political campaigns

Unpacked Content
Strand: Economics, Geography, History, Civics and Government
Course Title: Civics
Evidence Of Student Attainment:
Students:
  • Explain how participating in civic and community activities improves life in our community, state, and country.
Teacher Vocabulary:
  • civic
  • community
  • political process
  • political participation
  • political parties
  • campaigns
Knowledge:
Students know:
  • Individual citizens and community groups can improve their community by actively participating in the political process. Examples of participating in the political process include voting; running for office; writing letters to office holders; being involved in political parties and political campaigns.
Skills:
Students are able to:
  • List ways to actively participate in the political process and in their community.
Understanding:
Students understand that:
  • Individual and community participation has the potential to improve the U.S. society.
Alabama Archives Resources:
Click below to access all Alabama Archives resources aligned to this standard.

Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.7.12- Recognize opportunities for participation in community and civic action.


Tags: citizens rights, election, political process, voting
License Type: Custom Permission Type
See Terms: https://www.civiced.org/terms-of-service
For full descriptions of license types and a guide to usage, visit :
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AccessibilityText Resources: Content is organized under headings and subheadings
Comments

This lesson can be used at any grade level. (This lesson can be divided into two parts: a) teaching your students directly about the voting process and poll workers b) hold a class-wide or school-wide election.

The Center for Civic Education is free for teachers. Teachers do not need an account to access available resources. 

  This resource provided by:  
Author: Ginger Boyd