Content Card

Students Vote

Genre:
Informational Text

Level: C/4

Lexile®: 300L

Summary

This book describes a day at school when students vote for a new leader.

Content Vocabulary

  • choice, p. 8
  • leader, p. 14
  • posters, p. 6
  • speeches, p. 4
  • students, p. 2
  • vote, p. 2

Using Students Vote to Teach Social Studies

Social Studies Big Ideas

  • Students have rights and responsibilities in the school community.
  • Students can participate in the betterment of their school and community.
  • One way to show responsible citizenship in a community is to vote for leaders.

Students Vote Inquiry Project

Student Learning Objectives

I will be able to:

  • Understand the importance of voting to express opinions and preferences.
  • Recognize how people decide which leader to vote for.
  • List reasons why I would or would not vote for a certain leader.

Materials

  • Pencils
  • Blank copies of a two-column chart like the one on the inside back cover of the book

Focus

Students will complete a chart that lists reasons why they would or would not vote for someone as a leader.

Investigate

  • Review the text and photographs in the book with students. Discuss the concept of being a leader. Define leader as someone who makes decisions and helps others complete tasks.
  • Explain that good leaders share many similar qualities (honesty, kindheartedness, hardworking, etc.).
  • Help students identify leaders in their lives and discuss what makes a person a good leader, based on students’ experiences. Discuss qualities that are helpful or not helpful in a leader.
  • Discuss what it means to vote. Explain that voting is a way people express their opinions and preferences. In the United States, voting for good leaders is very important.

Create

  • Give each student a pencil and a blank copy of a two-column chart like the one on the inside back cover of the book.
  • Help students identify and list reasons they would or would not vote for someone as a leader. Allow them to sketch pictures to represent reasons, if needed.

Present

  • Have students share their charts with a partner and explain their reasons for voting or not voting for someone as a leader.

Reflect and Respond

Invite students to reflect on what they learned about voting for a leader. How did learning about choosing a leader help them understand why voting is important?

Use this rubric to evaluate students’ performance and ability to work collaboratively.

Investigate the Topic and Create the Task

3—Strong Performance 2—Moderate Performance 1—Inconsistent Performance
  • Understood the importance of voting to express opinions and preferences
  • Identified qualities that are helpful in a leader
  • Completed a chart to list reasons they would or would not vote for someone as a leader

Present, Respond to, and Reflect on the Task

3—Often 2—Somewhat 1—Not Often
  • Presented their ideas and reasons clearly to a partner
  • Listened attentively to the ideas and reasons of another student
  • Participated in class discussions and reflection

Spot On

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