Thematic Unit Description Paper Dillon Woodrum

TEAC 259-007

I. Unit Context

1. Write a description of the unit theme detailing what the students will be learning.

Students will be expected to adapt to the required technological recourses in order to

complete this unit. Students will be capable to organize research and create an outline based
on the status quo. With use of the outline, students will hold an election on the basis of the
United States Electoral College standard. This includes the steps of organization of party,
propaganda distribution and a physical debate.
The theme of the unit is to understand the design of the Electoral College while attaining
an understanding of what party they may be keen to follow in their coming years. This is
intended for a general social sciences course, more exclusively an American Government
course during an election year.

2. What is the target subject area/class?

The target subject area for this thematic unit would be a ninth grade social sciences class.
The study of the electoral process and former US Presidents can work for a generalized
coarse, furthermore, the unit could be used in a specialized American government coarse.

3. How does this unit fit into the whole learning experience of the students?

In this unit, my aspiration for the betterment of the student bodies’’ education includes a
growth in the ability to work constructively in a group, reach reasonable guided deadlines
and have the unit culminate in an open-minded debate based on the inspiring information that
is gathered along the way. This will be observed with the understanding of the high school
level of expectations with an emphasis on going the further step for those who are interested
in furthering their education when they end their secondary education.
Many of the technological abilities that will be necessary in order to complete the
necessary tasks will include a library referencing ability, the Internet and a specialized
knowledge of the Microsoft Word program. For instance, in order for the groups to get their
voices heard they would need to understand how to make pamphlets using the Microsoft
Word template designed for this use.

4. What is the setting or situation? Describe the classroom as you see it. Include information
on what computers and other equipment are available to the students.

For this thematic unit, there is plenty of flexibility in terms of how this project can be
conducted within the limitations of many school districts. Time will be set aside for groups
to make ample visits to the library to use any newspaper clippings, magazine articles, book
assessments, et.
 This unit is best fostered in a classroom that has direct access to computers, Mac or PC,
however, if a computer lab is available it will suffice in the amount of necessary time to
research using the internet and/or completing pieces that require Microsoft Word.

II. Audience

1. General characteristics: Describe the learners, including the size of the group, their age,
interests, experiences, and aptitudes.

In my classroom, I have 30 ninth grade social sciences students. The specific

demographics of my classroom are as follows:
 22 White Students
 04 Black Students
 02 Asian Students
 02 Latino Students

Other significant characteristics of the students in my classroom are as follows:

 18 of the students are generally hands-on learners
 6 of the students are generally visual learners
 6 of the students are generally audible learners
 4 of the students are members of the “Gifted Program”
 2 of the students are borderline to becoming “Leisurely Learning Program”
members

2. Entry competencies: What specific knowledge and assumptions can you make about
them? Remember to describe their computer competence.

My students have been introduced to the Rolodex system that is managed within our
library. This includes the basic management of finding resources based on the indicated
sections information that is displayed on the cards. They are also aware of the whereabouts
of the computer lab that we are granted access to on the allotted dates.
My students know the specific policies that are required that they abide by when using
the computers on the schools property. They are all required to sign an acknowledgement of
student conduct sheet at the beginning of each academic year. After this sheet has been
signed and dated they are given their personal login and password information that will
remain active based on the following of the required actions.
Moreover, my students have shown the capability to utilize the Internet, to include
browsing the Internet through the use of approved search engines, techniques for determining
the viability of the information presented and an ability to revisit sites to which they can
reference. I will also go through an open time in my planner and cover the do’s and don’t on
how to use Microsoft Word in more ways then just as a blank writing template. This can be
accomplished swiftly as if there are a few students absent in attendance or some that aren’t
catching on particularly fast, they are working in moderate sized groups, which can avoid
confusion with peer-to-peer contact.
III. State Objectives

1. State Goal

The goal of this unit is to teach students to use technology in a creative and advantageous
manner in order to best serve them in a project that could include a research paper or an
intricate unit much like the one that is in front of them. Technologically speaking, the
students will end the unit with a much better understanding of the Microsoft Word
programs ability potentially.

2. State Objective 1

(a)My 9th grade students (b)will be presented at least three sources when (c)examining
research of the different political parties with their particular candidates that are
represented. (d)Their decision will be explained in a short one page paper that describes
their motivation to siding with that party.

3. State Objective 2

(a)My 9th grade students (b)will create posters and broachers (c)using Microsoft Word
about their candidates and political affiliations. (d)They will post these pieces of
propaganda around the campus.

4. State Objective 3

(a)My 9th grade students (b)will participate in a debate (d)in cohesion and against their
peers in order to drive their candidate to victory in a school wide election (c)in a forum
that will conducted in a professional manner.

IV. State Methods

a. Method(s) for objective 1.

Methods for objective 1 will be Presentation, Identify and Discover. I will present the
official web sites for the political parties, their affiliations and the individual candidates.
I will then begin discussion through identification of the prior Presidential Election
results. Specifically, I will ask the students to identify the possible reasons that, for
example, the 2000 Presidential Election was not won by the individual who received
more popular votes, Gore. I will not aid the students with knowledge of the Electoral
College, instead I will be looking for prior knowledge, in the least creative thinking.

b. Method(s) for objective 2.

Methods for objective 2 will be Drill-and-Practice, Demonstrate, Tutorial and

Cooperative Learning. Students will use their particular memorization techniques in
 order to be ready to recall presidential elections based on the year of the election. I will
then proceed by having the students pick their Party affiliation based on what party
coincides with what material was presented to them in class. The groups of “party
members” will then come together in discussion on the best means to having their voices
heard. The class will then be presented a tutorial on how the program Microsoft Word
can best benefit them in this situation. This will be concluded with the creation of posters
and brochures that will be displayed throughout the school to best bolster their message.

c. Method(s) for objective 3.

Methods for objective 3 will be Demonstration, Tutorial, Cooperative Learning and

Simulation. The students will view numerous clips of video that portray the principles
behind holding a professional debate. Following which the students will be guided
through a simplified outline to best keep them on message during this debate. The “party
members” will collectively put together a specific outline to the many topics that may be
raised based on the particular outcries of the times. This process will conclude with a
sponsored debate in which will pave the way for the mock ballot election.

- http://www.presidency.ucsb.edu/elections.php
- http://www.apples4theteacher.com/holidays/presidents-day/
- http://www.usa.gov/Agencies/Federal/Executive.shtml