Understanding & Re-evaluating the Electoral College

1. Understanding & Re-evaluating the Electoral College Rachel McHugh & Jackie O’Boyle Ed 200 Fall 05 Curriculum Project Trinity College

2. Context • 8th grade class • Hartford Middle School • Social Studies Class • Part of a larger unit on American History and Government • Over a period of 5 consecutive days

3. Justification • The majority of people in the United States do not know the process through which the President is elected • In many elections, including the elections of 2000 and 2004 the Electoral College has played a critical role in determining which candidate is elected President • The New York State Education Department requires that all students in New York State learn about the Electoral College.

4. Objectives Students will… • Understand what the electoral college is and why it was formed • Demonstrate how the electoral college works through a mock election • Construct their own system of voting by altering the way the Electoral College is currently run • Assess the suggested changes made to the Electoral College • Argue which election process is best suited for current elections in the United States • Experience a feeling of empowerment in knowing that they can participate and have an effect on their government

5. Days 1 and 2 Question: How many times have your parents or your teachers been able to vote for the President? Goals: • To relate the electoral college to the lives of the students • To teach the rules and laws of the Electoral College • To begin discussion on the Electoral College and how it works

6. Day 3: Mock Election Goal: Students observe first hand the effect the Electoral College has on the election process. Activity: • Divide class into different sized groups to represent different states and designate a corresponding number of electors for each group or state. • The students will vote in their groups and the electors for each group will then vote a second time based on the majority vote for their group. • The popular vote and the electoral vote will both be written on the board and results will be discussed.

7. Day 4: Analyzing and Re-evaluating • The students consider the results from the first election and create an alternate election process. • The students vote a second time based on the election process they created. • Students will evaluate the results of both elections as a class. • Students will discuss the differences between the Electoral College and the newly formed electoral process and explain why they made alterations and which process works better. • The students will revaluate their creation and discuss their reasoning for making those changes.

8. Day 5: Taking Action Activity: Students will each write a letter to their Congressmen explaining any changes they feel should be made to the Electoral College and why. Goal: Students feel they can make a difference by sharing their ideas with someone directly involved in the election process.

9. Assessment Students Letters to Congressmen meet the following criteria • Display a basic understanding of the Electoral College and the effects it has on an election • The changes to the Electoral College must be clearly explained and defined • Students must clearly explain why their changes to the Electoral College will improve the current system of electing the President