Subject Areas: secondary current events, social studies, political science, and communication arts

Estimated Time: Two to three 45-minute class periods

Grade Level: 9-12 (lesson can be modified for lower grades)

Lesson Objectives:
Students will:
1. Work as a class to create a flow chart documenting the steps a candidate must take to be elected to the presidency.
2. Participate in a class discussion about the number of candidates, the reasons people seek to be president, and the election process.
3. Utilize research skills to create a profile of a specific candidate and his/her qualifications, point of view on various topics, and presidential campaign.
4. Present their candidate profile projects to classmates.
5. Monitor the progress of the presidential candidates and participate in classroom discussions about the success of the various campaigns.

Correlation to National Standards

Materials Needed:

• Candidate Profile worksheet (printer-friendly PDF)
• Access to Internet and library resources including the Online NewsHour Vote 2008 coverage available at:
  http://www.pbs.org/newshour/vote2008/index.html
  
• One poster board for each student
• Assorted art supplies and access to word processing/desktop publishing software (optional)

Background:
A multitude of candidates are hoping to win their party's nomination for the 2008 presidential election. Between now and election day, many candidates will enter and leave the race for a variety of reasons. Eventually, each party will use its convention to choose the candidate they will endorse and those nominees will battle it out until one is elected as our next president. This lesson examines the political process, the candidates and their platforms, and the ultimate outcome of the 2008 election.

Procedures:

1. Explain to students that running for president is a multi-step process that requires a candidate to invest a significant amount of time, effort, and money. To help students see and understand more about this process, work as a class to create a flow chart that outlines the process that a presidential candidate will go through on the road to being elected to the presidency.

Some of the major steps included in this chart could be:

Step 1: Formation of Presidential Exploratory Committee
Step 2: Announcement of intention to run for president based on findings of exploratory committee
Step 3: Fundraising and gathering of support and endorsements from the general public as well as other politicians, special interest groups, corporations, etc.
Step 4: Campaigning early, particularly in states where primaries are especially important (i.e. Iowa, New Hampshire, home state, etc.)
Step 5: Continuing to campaign to beat out all other opponents from within your own party.
Step 6: Attending your party's National Convention and securing the nomination of the party.
Step 7: Campaigning nationwide against your opponents from other parties
Step 8: Winning the election and securing enough electoral votes to be named the next president.

2. Once students understand the process candidates go through to become president, facilitate a short discussion related to the selection of candidates using questions such as:

• Becoming president is a long, difficult, expensive process. Why do you think so many candidates from each party are willing to attempt this process in order to become the next president?
• How does having a large number of candidates for each party complicate the election process?
• In what ways is having a large number of candidates to choose from a positive thing for U.S. citizens?
• What responsibilities do voters have when it comes to selecting a candidate to represent their political party?
• Do you think it is important to elect the president based on his/her political platform? Prior experience as a leader? Ability to connect with and understand the average American? Which of these is most important to you?

3. In an election where 20+ people have already announced their candidacy, it is difficult to know and understand each candidate's platform and position on important political issues. To help students get a better understanding of the candidates who are running, distribute the Candidate Profile worksheet to each student. Randomly assign students in the class to research one of the presidential candidates.

NOTE: Early in the election process, there will be many candidates. As the field narrows and candidates leave the race, it may be beneficial to have students work in pairs or small groups to conduct their research about a specific candidate. As additional candidates enter the race, if you have already completed this activity, work as a class or allow students to complete additional candidate profiles for extra credit so that all candidates can have displays throughout the classroom.

5. Encourage students to use Online Newshour stories along with other Internet and primary source materials to gather information about the candidate they are researching.

6. After the Candidate Profile worksheet and project are completed, have each person/pair/small group present their candidate profile project. Post these in a prominent place in the classroom. As candidates leave the race and the parties select their candidates at their national conventions, make note of who has left the race by marking it on the Candidate Profile project.

7. As candidates leave the race, take time to discuss specific things that allowed certain candidates to advance while others withdrew or were forced out of the race. This could also be done as a written response activity to be completed by each student. Address questions such as:

• Was there a specific issue, incident, or point of view that caused this candidate to be unsuccessful in his/her bid for the presidency? If so, explain.
• Throughout the course of his/her campaign, did this candidate stand by his/her political platform, or did s/he make changes along the way in an attempt to win voter support. Explain.
• Would you have supported this candidate in his/her attempt to become president? Why?

Relevant National Standards:
McRel Compendium of K-12 Standards Addressed:

Civics
Standard 19; Understands what is meant by "the public agenda", how it is set, and how it is influenced by public opinion and the media
Standard 20: Understands the role of political parties, campaigns, elections, and associations and groups in American politics
Standard 27: Understands how certain character traits enhance citizens' ability to fulfill personal and civic responsibilities

Language Arts
Writing
Standard 1: Uses the general skills and strategies of the writing process
Standard 4: Gathers and uses information for research purposes

Reading
Standard 5: Uses the general skills and strategies of the reading process
Standard 7: Uses reading skills and strategies to understand and interpret a variety of
informational texts

Listening and Speaking
Standard 8: Uses listening and speaking strategies for different purposes

Working with Others
Standard 1: Contributes to the overall effort of a group
Standard 4: Displays effective interpersonal communication skills

Thinking and Reasoning
Standard 1: Understands and applies the basic principles of presenting an argument

Extension Activities:

1. As the election process moves forward, there will be debates between candidates and lots of information about each one's plans for leading the country. Create a display area near the candidate profiles where students can bring in newspaper, magazine, or Internet news articles that explain how the candidates are addressing various campaign issues and topics. Encourage students to share their articles with the class and then post them in this display area.

2. Using what they have learned about the candidates from completing the candidate profile, have students design a campaign item for a particular candidate. This could be a button; bumper sticker; print, radio, television or Internet ad; billboard or pamphlet. Have students share their campaign items and then post them near the candidate profile projects.

About the Author:
Lisa Prososki is an independent educational consultant and instructional design specialist who taught middle school and high school social studies, English, reading, and technology courses for twelve years. Prososki has worked with PBS Teachers and has authored and edited many lesson plans and materials for various PBS programs over the past ten years. In addition to conducting workshops for teachers at various state and national meetings, Prososki works as an editor, creates a wide range of educational and training materials for corporate clients, and has authored one book.

To find out more about opportunities to contribute to this site, contact Leah Clapman at extra@newshour.org.

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