Campaign Process Teacher Resources

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High schoolers measure technological advancements as they consider how they impacted the election process in the United States. In this presidential politics lesson, students research technological changes since the 1900's and create PowerPoint presentations that analyze how the advancements have played a role in how Americans elect their president.
In this sequencing the campaign process worksheet, students arrange the steps of political campaigning in the correct order and write details explaining how to do each step. Students rearrange and write seven short answers.
Students analyze the election process. In this presidential campaign lesson, students view campaign posters of yesterday and today.  Students research party names and a variety of campaign materials. Students create a Venn Diagram as formal assessment.
Learners listen to a statement about the role the Internet plays in the political process and respond by placing a card under the appropriate agree/disagree sign at the front of the room. Students brainstorm reasons to select their choice. They read an article "Presidential Campaigns Explore a New Medium." Learners discuss the article. They visit websites of their choice of candidates to see how the Internet is being used.
Learners explore the impact of political cartoons on American elections. In this presidential elections activity, students discuss the election process and then analyze political cartoons that were published during presidential elections. As a culminating activity, learners create their own political cartoons.
Engage your learners in global events. The makers of the film Invisible Children began the Kony 2012 Campaign to bring awareness to the Lord's Resistance Army. You can show your class the video Kony 2012 and spark discussion with the questions provided here. Scholars then produce their own questions and videos to share with their community. Other articles compare the perspective shown in the initial video, and several other projects are available.
An examination of stump speeches, one of the most important components of a presidential campaign, is made possible by accessing The New York Times Learning Network. After closely examining the form and function of stump speeches, students write a stump speech – either for the candidate of their choice or for themselves.
Students differentiate between positive and negative personal attributes and select a fictional character for nomination who personifies the qualities of a good leader. They use the Internet to learn about the election process and write an announcement speech that identifies their character's platform. Finally, students complete a form that registers them to vote in the classroom election.
Students make a connection between changes in voting participation and the election of 1828. They describe regional factors evidenced by the voting results in the election of 1828 and analyze campaign materials from 1828 to explain the issues on which they touch and/or the style and tone of the campaign.
In this well-designed government and civics lesson, 3rd graders create a poster which they would use to campaign for President. Students listen to the book, "Max For President," and fill in a graphic organizer as they listen. This lesson effectively teaches the process by which the President is elected, and has good ideas for real-life application.
Ninth graders launch their own AIDS awareness campaign. In this AIDS lesson, 9th graders read narratives from Our Stories, Our Songs: African Children Talk About AIDS. Students then share the stories they read and create their own commercials to draw attention to the plight of African children.
Students review stages of the legislative process, how committees help determine the outcome, and by deciding which bills the full Congress consider. They research committee assignments to consider why representation is important to the people
Students examine the direct role played by George W. Bush in the 2004 election campaign. They compare these campaign conditions and tactics with those in the 1992 presidential election, and present information in the form of a Powerpoint slideshow.
Young scholars discuss the use of visual images, objects, and spectacle in the 1840 campaign, then take a stand: Was the campaign of 1840 based more on substance or image?
Pupils research the campaign and election issues of Andrew Jackson. In this presidential election lesson, students research the campaign of 1828. Pupils then list the important issues. Students discuss the political advertisements in campaigns today. Pupils work in small groups to analyze the 1828 campaigns.
Students reflect on the nature of the campaign of 1840. They identify the positions of the Democrats and the Whigs and their basic differences.
Students analyze the process whereby presidential appointees are confirmed.
Students use a variety of Web sites to obtain specific information about the campaign finances of different Presidential hopefuls. They create graphs that illustrate all of the aspects of campaign finances researched,
Eighth graders participate in a simulated presidential campaign by conducting research on the Internet. They define a party platform, run a campaign and write and deliver speeches in teams. Students can then act as the electoral college to choose party candidates.
Twelfth graders participate in the political campaign process. In this civics lesson, 12th graders use the provided rubric and reference handouts to create their own presidential ad campaigns. This is day eight in a series of eleven lessons.