Skip to Main Content
undefined

Electing a President

90 min

Lesson Components

Station Activity: Electing a President

Essential Question

  • How do the components of the U.S. presidential electoral process function and rely on active political participation by citizens?

Objectives 

  • Know the steps to electing a president.  
  • Understand the differences between open and closed primaries and their significance in the election process. 
  • Explore the role and function of caucuses in the selection of candidates and policy decisions. 
  • Compare the processes and purposes of party conventions. 
  • Analyze the function and impact of the Electoral College in electing the President of the United States.  

Resources 

  • Station 2: Caucuses  

Overview Information

  • This lesson helps students explore the intricacies of the presidential electoral process through engaging station activities. They will investigate open and closed primaries, the role of caucuses, the functions of party conventions compared to general elections, and the significance of the Electoral College. Each station will provide resources and tasks to deepen understanding, culminating in a reflective discussion on the complexities of electing a president.  
  • By organizing the lesson into stations and providing clear directions for each activity, teachers can effectively guide students through an exploration of the presidential electoral process. This hands-on approach promotes active learning and allows students to delve deeper into specific topics of interest. 

Engage  

  • Start by briefly reviewing the U.S. presidential election process. Ask students to recall the major steps and components of the process. Use this time to ensure students have a basic understanding before diving into the stations. Use a few probing questions like: 
    • What are the major steps in a presidential campaign? 
    • How do political parties influence the election? 
    • What is the significance of the Electoral College? 

Explore 

  • Set up four stations around the classroom, each labeled with one aspect of the electoral process (Open and Closed Primaries, Caucuses, Party Conventions, Electoral College). Ensure each station has the necessary materials, including handouts, computers/tablets for research, and any props or visual aids. 
  • Divide the class into small groups of 3-5 students. Assign each group a starting station and provide clear instructions for rotating through the stations. Students will have 15 minutes at each station. The stations include an activity focusing on the station’s topic. Students will participate in the activity and fill out their handout before it is time to move to the next station. It might be helpful to let students know when there are five minutes left. 

Station 1: Open & Closed Primaries Station (15 minutes) 

  • Guide students to the “Open and Closed Primaries” station. Remind them of the expectations and where to find the necessary materials.  
  • Students will engage with Think the Vote: Should States Stop Having Closed Primaries?  
  • Instruct students to read the Think the Vote page. Students may do additional research about open and closed primaries. Then, students will fill out the worksheet section that relates to this station.  
  • Students will then discuss if they think states should stop having closed primaries. After their discussion, each student should vote. You can use an online poll or have them cast their vote via paper ballots.  
  • During the last 5 minutes, notify students that time is almost up for their current station, and they cast their vote.  

Station 2: Caucuses Station (15 minutes) 

  • Lead students to the “Caucuses” station. Remind them of the expectations and where to find the necessary materials. 
  • Instruct students to watch the video Inside a Caucus: Iowa 2008 so that they can see how a caucus works in real-time. Then on a poster board, white board, or graph paper, ask students to list the key steps in the caucus process from the video.  
  • During the last 5 minutes, notify students that time is almost up for their current station, and they should fill out the analysis questions.  

Station 3: Party Conventions Station (15 minutes) 

  • Assign students to fill out the Frayer model for a party convention. Students should fill out the Frayer model organizer including a definition, characteristics, examples, and non-examples.  
  • During the last 5 minutes, notify students that time is almost up for their current station, and they should fill out the analysis questions. 

Station 4: Electoral College Station (15 minutes) 

  • Direct students to the “Electoral College” station. Remind them of the expectations and where to find the necessary materials.  
  • Students will watch the video The Electoral College | Homework Help from the Bill of Rights Institute. Then, students will fill out worksheet section that relates to this station. 
  • During the last 5 minutes, notify students that time is almost up for their current station, and they should fill out the analysis questions.

 

Reflect

  • Class Discussion: Facilitate a brief class discussion where students share their key takeaways from each station. Encourage them to reflect on what they learned and any questions they still have. Here are some questions to stimulate their thinking:  
    • What was the most interesting thing you learned during the stations? 
    • Is there anything you still have questions about? 
  • Reflection Activity: Have students write a brief reflection on the following question:
    • How do the various components of the presidential electoral process (primaries, caucuses, party conventions, and the Electoral College) collectively shape the outcome of a U.S. presidential election, and why is it important for citizens to understand these processes? Encourage students to consider how their understanding has deepened through the station activities.  

Student Handouts

Station Activity: Electing a President