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the presidency: activity ideas

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  1. The Road to the Presidency

    Grade Level: 3-5
    Subject: Social Studies; The Arts; Reading & Language Arts

    Begin this activity by discussing important roles people hold in school or in their community (discuss roles they are familiar with.) Record a few responses on the board and then have them work in small groups to discover other important roles in their community, city, country and even world. Emphasize elections and politics. After their lists are created, ask the students how they think certain people earned their roles. Ask them how they can find out.

    Afterwards, discuss the role of the President of the United States and the process a person follows to become president. Briefly mention vocabulary such as political parties, primaries, and Electoral College (use http://www2.lhric.org/pocantico/election/election.htm for a simply list of common terms and definitions.) Have the students think of questions they can ask guest speakers in order to find out information on how one becomes the President. This is great opportunity for them to strengthen their questioning and inquiring skills.

    Invite guest speakers in from the local political community or parents, even school employees who understand the presidential process and understand what kind of person it takes to become president. These guest speakers will allow the students to ask their questions and help develop a further understanding of the election and voting process. Afterwards let the children use books, websites, and the information from the guest speakers to help create a board game explaining how a President is chosen. The students may work in pairs, small groups or by themselves. Afterwards, have the students present their games and play them with their peers.

    Online Resources

    By the People (Lesson Plans):
    http://www.pbs.org/elections

    NewsHour Extra: Campaign 2004:
    http://www.pbs.org/newshour/extra/vote2004/index.html

    The Democracy Project:
    http://pbskids.org/democracy/

    Scholastic: How to Run For President:
    http://teacher.scholastic.com/scholasticnews/indepth/election1/

    Ben's Guide to the U.S. Government: Election of the President:
    http://bensguide.gpo.gov/3-5/election/president.html

    Print Resources

    America Votes: How the President is Elected by Linda Granfield and Steve Bjorkman
    Presidential Elections and Other Cool Facts by Syl Sobel

    More Recommended Resources

  2. The Presidency By the Numbers

    Grade Level: 3-5
    Subject: Math; Reading & Language Arts; The Arts

    Begin this lesson by sharing fun facts about yourself. The only rule is that your facts must include numbers or math vocabulary. For example you might say, "I went to college for 6 years, I was born in 1965, in one year I read an average of four books, I enjoy reading non fiction more than fiction, I voted in the last presidential election four years ago." Record your facts on the board and highlight numbers and math vocabulary. Afterwards call on a few children to share facts about themselves -- same rule applies; the facts must include numbers! And hopefully some math vocabulary.

    After this activator, arrange the children into small groups. Give them big pieces of paper to record their presidential facts. Distribute books, website printouts, and/or access to any other resources related to U.S. presidents. Have them read the information and then create and record fun facts about presidents. Again, the only rule is they must relate the presidential fact to numbers, somehow! For example, some facts might read...Bill Clinton was the 42nd President, 6 Presidents were named "John," Ronald Reagan was President for eight year -- 4 more than George H.W. Bush. There were two presidents named Roosevelt and 2 named Bush.

    Before the students begin, vote as a whole group on the rules for deciding how the winning group will be determined. (For example maybe one point will be given for each number mentioned, 5 points for a math vocabulary word, lose two points if the fact is mentioned twice...)

    Have the students share their lists and designate one person from each team to keep score.

    Online Resources

    American Experience: "The Presidents"
    http://www.pbs.org/wgbh/amex/archives_th_presidents_01.html

    The White House Historical Association
    http://www.whitehousehistory.org/06/subs/06_b.html

    Official White House site
    http://www.whitehouse.gov/history/presidents/

    American President: An Online Reference Resource
    http://www.americanpresident.org/history/h_home.shtml

    More Recommended Resources

  3. Presidential Legacies

    Grade Levels: 3-5
    Subjects: Social Studies; Reading & Language Arts; The Arts

    Every president -- from George Washington to George W. Bush -- accomplishes goals while in office. Some achievements are widely hailed, while others are more controversial. Still, presidents usually leave their mark in some way, even if they are in office for only one term.

    Select four or five presidents throughout history that students might be familiar with and brainstorm how those leaders built their legacy. What were their goals? What did they achieve? What events occurred that caused them to change their goals? An obvious event to focus on would be how wars have impacted the presidency. Develop a list of the different wars that have happened since George Washington, including:

    • James Madison -- The War of 1812
    • James Buchanan and Abraham Lincoln -- The Civil War
    • Woodrow Wilson and Warren Harding -- World War I
    • Franklin Roosevelt and Harry Truman -- World War II
    • Harry Truman and Dwight D. Eisenhower -- Korean War
    • John F. Kennedy, Lyndon Johnson, and Richard Nixon -- The Vietnam War
    • George Bush -- The Persian Gulf War
    • George W. Bush -- The Iraq War

    Another important legacy is civil rights. How has each president extended opportunities for all Americans while in office? What were some of the major laws or initiatives that affected minorities and women?

    Have the students work in pairs or by themselves and instruct them to create a presidential timeline depicting either how different presidents led the country at war, improved civil rights, or addressed another issue of your choosing. Encourage students to use pictures, clipart, drawings to accompany text.

    Online Resources

    American Experience: "The Presidents"
    http://www.pbs.org/wgbh/amex/archives_th_presidents_01.html

    WayBack
    http://pbskids.org/wayback/index.html

    White House for Kids
    http://www.whitehouse.gov/kids/presidents/

    World Almanac for Kids
    http://www.worldalmanacforkids.com/explore/timeline.html

    White House History
    http://www.whitehousehistory.org/05/subs/05_a.html

    Print Resources

    A Timeline of the Life of George Washington (Timelines of American History) by Vladimir Katz
    Lift the Flap Timelines: American History by Alyse Sweeney

    More Recommended Resources

  4. "Acting" Like a President

    Grade Level: 3-5
    Subjects: Social Studies; Reading & Langauge Arts; The Arts

    There are so many interesting books and websites that help portray American presidents to children. After sharing some fun books, especially Lives of the Presidents: Fame, Shame (and what the Neighbors Thought!) by Kathleen Krull and Kathryn Hewitt, children will be ready and excited to act out their favorite president! If this book isn't available, see the online resources below.

    Together compile a list of presidents so there is one President for each child. Tell the children the purpose prior to making the list (purpose-every child will randomly choose one President to "act" out.) Keep this list visible.

    Allow the children some time to review books, biographies, websites and other fun resources related to the Presidents. Write the names of the Presidents on paper and have the children pick one president to act out. If some children are more hesitant to act, then offer the choice of working with a partner.

    Encourage the children to use famous presidential quotes and to make or bring in props. For example a tall hat for Lincoln, a saxophone for Clinton, a Reagan film DVD, etc.) Once the children create a 10-minute skit (and are confident to perform), begin the "Presidential Production." Using the list on the board, have the children guess which President is being portrayed.

    Prior to beginning, set conditions and expectations with the children. For example, the skit must include 1 Quote, 2 props, 3 facts about the family and 5 facts about the administration. They should also be included in assessing the individual "Presidential Acts."

    Online Resources

    American Experience: "The Presidents"
    http://www.pbs.org/wgbh/amex/archives_th_presidents_01.html

    American President: An Online Reference Resource
    http://www.americanpresident.org/history/h_home.shtml

    World Almanac for Kids: The Presidents
    http://www.worldalmanacforkids.com/explore/presidents.html

    Meet the Presidents
    http://www2.lhric.org/pocantico/presidents/presidents1.htm

    Print Resources

    Don't Know Much About the Presidents by Kenneth C. Davis
    Complete Book of U.S. Presidents: From George Washington to George W. Bush by William DeGregoria
    Facts and Fun About the Presidents by George Sullivan
    What Presidents Are Made Of by Hanock Piven

    More Recommended Resources

  5. Interviewing a President

    Grade Level: 3-5
    Subjects: Social Studies; Reading & Language Arts

    Have you ever stopped to wonder what you would ask the president if you had the chance to interview him or her? What kind of questions you would ask? How you would present yourself? Do you ever wonder if there are any guidelines or protocol you must follow?

    Begin this lesson by sharing an interview with Hugh Sidey. Hugh Sidey is a reporter who writes about US Presidents. The interview was conducted by 14 year old Daniel Bonner. (see online resources below.) You can also share other articles written or recorded by young adults. After sharing a few stories written by young journalists ask the children to pair up and take turns interviewing one another. They are to interview one another on any topic of their choice (their families, hobbies, likes, dislikes, extra curricular activities, goals, achievements...)

    After a few minutes of informal interviewing (and informal assessing on the teachers' part) discuss as a group the different types of questions a reporter may ask. Open ended questions vs. closed ended questions. Give a few examples of both and then let the children give examples of both.

    Have them imagine they are given the assignment to interview a President or Presidential candidate. Discuss what type of information is important to ask a President. Perhaps they want their interview to center around the President's latest speech or debate, around the President's family, maybe the President's future, what his plans are after leaving the White House, or perhaps asking questions concerning big issues in the news. Have the children brainstorm strong, meaningful questions.

    Next discuss format and audience. What type of interview would they like to give (a television, radio, print, telephone, live, pre-recorded interview)? Who is their audience? Try to really get the children into playing the part of a reporter.

    After the whole class discussion pair the children up again. This time have them pretend one person is the reporter while the other person is the President (or Presidential candidate.) Before they begin they need to record the questions they are to ask and decide on the format they want to follow and who their audience will be.

    After the children had time to practice, invite the group together and listen to the young journalists in action. Prior to this presentation, develop an assessment tool with the students' help. Use tape recorders and/or video cameras if possible!

    Online Resources

    WayBack: Presidents: The Secret History
    http://pbskids.org/wayback/prez/index.html

    Time For Kids: Meeting a Presidential Reporter (Hugh Sidey)
    http://www.timeforkids.com/TFK/kidscoops/story/0,14989,550391,00.html

    The Write Site
    http://www.writesite.org/

    Print Resources

    Ask Me Anything About the Presidents by Louis Phillips

    More Recommended Resources

  6. Who Does Your State Support for President?

    Grade Level: 6-8; 9-12
    Subjects: Social Studies; Math

    Professional politicians, pundits and campaign managers take state-voting patterns very seriously. They examine historical data on how each state voted in past elections to formulate strategies, and they interpret and predict voter behavior. In this lesson, have your students research and analyze the voting patterns of their home states in presidential elections from 1900 to the present.

    Divide the class into groups by time periods:

    • 1900-1920
    • 1921-1940
    • 1941-1960
    • 1961-1980
    • 1981-2004

    Have students create charts and graphs that illustrate the following:

    • How their state voted in the presidential elections.
    • Whether or not the state voted for the winning ticket.
    • The major issues of the campaigns, and whether they were in line with the general issues of the voters.

    Ask students to include as many trends, statistics, and facts as possible. Encourage students to use periodicals, U.S. history textbooks, library reference materials and Internet resources.

    Online Resources

    NewsHour Extra: Electoral Map
    http://www.pbs.org/newshour/vote2004/politics101/politics101_ecmap.html

    U.S. Presidential Election Maps
    http://fisher.lib.virginia.edu/elections/maps

    National Conference of State Legislatures
    http://www.ncsl.org/programs/legman/statevote/statevote2004.htm

    Federal Election Commission
    http://www.fec.gov/votregis/turn/turn.htm

    Print Resources

    Almanac of American Politics by Michael Barone and Richard E. Cohen

    More Recommended Resources

  7. Ms. President?

    Grade Level: 6-8; 9-12
    Subjects: Social Studies

    The United States has had 43 Presidents, but no woman has yet been elected to the Oval Office. Women make up half the population of the U.S. It therefore seems inevitable that one day a "Ms. President" or "Madame President" will lead the nation, perhaps with a First Man by her side.

    Have your students volunteer scenarios under which a woman might become President. Do they believe it will happen within the next few elections, or during their lives? Who are some prominent women who are future possible candidates for president? When do they believe the country will have its first African American President? What about a candidate from another ethnic or religious background not yet represented among the Presidents? You could ask your students to write a short story about one such scenario.

    Explain to your class that until 1920, women could not vote in federal elections. Ask how your pupils would feel if they lived in a country where they were not permitted to vote, even when they become adults. If some indicate that they would resent being disenfranchised, ask them to consider strategies to obtain voting rights. Structure a class debate around the following question: Should younger teens or kids be allowed to vote in presidential elections.

    Online Resources

    Not For Ourselves Alone
    http://www.pbs.org/stantonanthony/

    American Women Presidents
    http://www.americanwomenpresidents.org/

    Print Resources

    Madam President, Revised Edition: Women Blazing the Leadership Trail by Eleanor Clift and Tom Brazaitis
    Madam President : The Extraordinary, True (and Evolving) Story of Women in Politics by Catherine Thimmesh

    More Recommended Resources

  8. Inauguration 2005

    Grade Level: 6-12; 9-12
    Subjects: Social Studies

    The inauguration of a president is a world event that carries a high level of symbolism for the people of the United States and all over the world. With the images of television and the speed of the new medium known as the Internet, students of government, politics, and history will need to have the skills required to evaluate information and express their opinions in a way that is logical and reasonable to others.

    Have students watch the local and national news broadcasts of the inauguration. Have them create a chart that compares the two types of broadcasts. Students should take notes to list the differences in how the local and national news handled the following ideas:

    • How the president prepared for the inaugural ceremony
    • The ceremony itself: its symbols, traditions, and people
    • How the new presidential administration will affect the American people
    • Reactions from people in your state, county, and community
    • The opinions of people from around the world
    • Historical information on past inaugurations and presidential administrations

    The inaugural ceremony often includes a poem, which expresses the hopes of the people at the time of the inauguration and sets a tone for the new president's time in office. If you were elected president, what kind of message would be important to deliver during your inaugural ceremony? Write a poem suitable for the occasion, or make a list of published poems you might incorporate into such a ceremony.

    Students might also research the transfer of leadership in other countries. What special ceremonies occur that are similar or different from an American presidential inauguration?

    Online Resources

    The Presidential Inaugural
    http://photos.si.edu/inaugural/inau_top/inaugural.html

    Library of Congress: Presidential Inaugurations
    http://lcweb2.loc.gov/ammem/pihtml/pihome.html

    Print Resources

    Presidential Inaugurations by Paul F. Boller
    U.S. Presidential Inaugurations (Cornerstones of Freedom. Second Series) by Andrew Santella

    More Recommended Resources

Published: November 2004