Harry S. Truman Presidential Library & Museum


Considering the 1860 Election
Author:
Keith Rains
Course:
US History
Time Frame:
• 30 minutes on the 1st day • 30 minutes on the 2nd day • 20 minutes on the 3rd day
Grade Levels:
9, 10, 11, 12

Classroom/Homework Activity to be performed:
  • We will have teams and competition.  There will be an election held using the materials created. Students from the rest of my classes will vote.  This will be incorporated into a game that I already play which allows students to participate in the follies of compromise during the 1850s.

Rationale:
  • Students will get a chance to a hands-on project and will get to incorporate competition, propaganda, lobbying and victory or defeat.

District, state, or national performance and knowledge standards/goals/skills met:


  • Local Standard 2B adopted from common core standards:
  • Creating active and responsible citizens that identify and analyze public problems; deliberate with other people about how to define and address issues; take constructive, collaborative action; reflect on their actions; create and sustain groups; and influence institutions both large and small.

Secondary materials (book, article, video documentary, etc.) needed:

Students will use their school issued laptop and/or their cellular phone for research materials and recording devices

Primary materials (book, article, video documentary, etc.) needed:
Full description of activity or assignment.
  • I will project each of the three primary resources onto the screen.
  • We will discuss each of them briefly.
  • Students will be divided into four teams: Northern Democrats, Republicans, Southern Democrats and Constitutional Party.
  • Students will be given 10-12 minutes to use their laptop/cellular phone to overload each other with information about their candidate.
  • I will go to each team and give additional information while students are looking up material. 
  • Students will then brainstorm to put together a campaign poster.
  • They will be given the rest of class to create.
  • On the second day, I will start the class with a four-question quiz.  The answers will be Abraham Lincoln, Stephen Douglas, John Breckinridge and John Bell.  This is not for a grade, but rather a bell ringer.  After this, students will get 12-15 minutes to brainstorm for their creation of a campaign video.
  • Students will get another 15 minutes to finish their poster and start working on their video. 
  • With the last portion of class, each team will show their poster to the class. Students will be told to pay close attention because there will be a quiz for points tomorrow.
  • Day 3: Students will take another quiz with four questions.  The answers will be the same, but the questions will come from information that I learned from the poster presentations.
  • Students will now be given 15 minutes to finish their video.
  • Each team will show their video to the class.
  • The posters will be hanging on the walls of my classroom for the next five days. 
  • Each of my other class will watch a campaign video each day.
  • Students of American History may attempt to influence voters when they see them in the halls or at lunch.
  • An election will be held. 
  • The winning team will get extra credit (10 points)

Full explanation of the assessment method and/or scoring guide:

 

 

  • Each team will get a grade based on the following rubric for the video
  • TOTAL POINTS = _________________/80

 

  • The poster will be graded using ONLY THE 1ST TWO categories in the rubric above
  • TOTAL POINTS=__________________/20 

 

 

 

 

 

  •  

Name

Date

 

 

POINTS

COMMENTS

 

Category

 

10 pts Exemplary

8 pts

Proficient

6 pts

Partially Proficient

4 pts

Incomplete  

 

 

 

Objective

 

The video expressed clearly at the beginning the goal or objective of the report.

 

The video expressed clearly the goal or objective of the report, but it was not apparent in the beginning segments.

The video expressed the goal or objective of the report, but it was not clearly stated but inferred.

 

The video failed to express the goal or objective of the report and seemed to lack a specific focus.

 

 

 

Content, Facts, & Information

All facts and information presented was accurate & complete.

Most facts and information presented was accurate & complete.

Some facts and information presented was accurate & complete

Few facts and information presented was accurate & complete

 

 

 

Videoography Techniques, Clarity & Interest

Video did not rock/shake and the focus was excellent throughout. Many different "takes", camera angles, sound effects, and/or careful use of zoom provided variety in the video

 

Video occasionally had slight movement but the focus was excellent throughout. Some variation in "takes", camera angles, sound effects, and/or careful use of zoom provided variety in the video.

 

Video was unstable or the focus was poor throughout. Few different "takes", camera angles, sound effects, and/or careful use of zoom provided variety in the video. Had sameness to it.

 

Video was unsteady and moved while the focus was poor. Most shots taken from one camera angle, and the zoom was not well used.

 

 

 

Audio

The video's sound was sufficiently loud and clear at all

times.

 

The video's sound sometimes faded out and was clear part of the time.

 

The video's sound was poor and not clear at all times.

 

The video's sound was insufficient and

difficult to make out.

 

 

 

 

 

 

Style & Organization

The video was well conceived and shows good organization and follows required sequence.

The video shows good organization and mostly follows required sequence.

The video was not well conceived or shows poor organization and does not follow required sequence.

The video did not follow directions or meet requirements.

 

 

 

Knowledge

The video demonstrates a thorough knowledge of the subject matter.

The video demonstrates good knowledge of the subject investigated.

The video demonstrates some knowledge of the subject investigated.

The video demonstrates very little knowledge of the subject investigated.

 

 

 

Resources

The video shows a variety of sources of information.

The video shows the use of several sources of information.

The video shows very little variety in the sources of information.

The video looks as if only one source were used for information.

 

 

 

Preparation

The student had notes about all of the events and facts s/he wished to include in the video before beginning. Notes were submitted.

The student had some notes about the events and facts s/he wished to include in the video before beginning. Notes were submitted.

The student had notes about less then 3/4 of the events and facts s/he wished to include in the video before beginning. Notes were submitted.

The student had not prepared adequate notes before beginning the video or notes were not submitted.

 

 

 

  •