Activity Overview
The Electoral College is a confusing concept for students to understand. From how it was formed to how it plays a part in elections, students will complete a 5 Ws analysis of the Electoral College, answering the questions Who, What, When, Where, and Why. Their answers should be researched, and this activity is a great way for students to review what they already have learned.
Possible Questions
- Who are the members of the Electoral College?
- Who came up with the idea of the Electoral College?
- Who might oppose the Electoral College?
- Who might support the Electoral College?
- What is the main role of the Electoral College?
- What does the Electoral College require candidates to do during their campaign?
- What are the problems of the Electoral College?
- What are the benefits of the Electoral College?
- When did the Electoral College begin in the U.S?
- When has the Electoral College been controversial?
- When did the Electoral College not choose the candidate with the most votes?
- When have the Electoral College results been questioned?
- When has the Electoral College been altered?
- In which states is the Electoral College most significant?
- In which states is the Electoral College least significant?
- Where else in the world uses a similar system of an Electoral College?
- Why is the Electoral College chosen over the popular vote?
- Why might certain individuals oppose the Electoral College?
- Why do certain states like Maine have unique rules about the Electoral College?
- Why is the Electoral College a controversial system in the US?
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Due Date:
Objective: Create a 5W analysis of the Electoral College: Who, What, When, Where, and Why.
Student Instructions:
- Click "Start Assignment".
- In the title box for each cell, type Who, What, When, Where and Why.
- In the descriptions, answer the question.
- Create an image for each cell with appropriate scenes, characters, and items.
Requirements:
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient 5 Points | Emerging 3 Points | Beginning 1 Points | |
|---|---|---|---|
| Explanation | The student clearly, thoroughly, accurately chooses and answers the who, what, where, when, and why questions. | The student chooses and answers the who, what, where, when, and why questions. Some of the information is clear, thorough, and accurate. | The who, what, where, when, and why questions and answers are incomplete, confusing, or inaccurate. |
| Illustrations | The illustrations represent the written information using appropriate scenes, characters and items. | The illustrations relate to the written information, but are difficult to understand. | The illustrations do not clearly relate to the written information. |
| Evidence of Effort | Work is well written and carefully thought out. | Work shows some evidence of effort. | Work shows little evidence of any effort. |
| Conventions | Spelling, grammar, and punctuation are mostly correct. | Spelling, grammar, and punctuation are somewhat correct. | Spelling, grammar, and punctuation are mostly incorrect. |
Activity Overview
The Electoral College is a confusing concept for students to understand. From how it was formed to how it plays a part in elections, students will complete a 5 Ws analysis of the Electoral College, answering the questions Who, What, When, Where, and Why. Their answers should be researched, and this activity is a great way for students to review what they already have learned.
Possible Questions
- Who are the members of the Electoral College?
- Who came up with the idea of the Electoral College?
- Who might oppose the Electoral College?
- Who might support the Electoral College?
- What is the main role of the Electoral College?
- What does the Electoral College require candidates to do during their campaign?
- What are the problems of the Electoral College?
- What are the benefits of the Electoral College?
- When did the Electoral College begin in the U.S?
- When has the Electoral College been controversial?
- When did the Electoral College not choose the candidate with the most votes?
- When have the Electoral College results been questioned?
- When has the Electoral College been altered?
- In which states is the Electoral College most significant?
- In which states is the Electoral College least significant?
- Where else in the world uses a similar system of an Electoral College?
- Why is the Electoral College chosen over the popular vote?
- Why might certain individuals oppose the Electoral College?
- Why do certain states like Maine have unique rules about the Electoral College?
- Why is the Electoral College a controversial system in the US?
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Due Date:
Objective: Create a 5W analysis of the Electoral College: Who, What, When, Where, and Why.
Student Instructions:
- Click "Start Assignment".
- In the title box for each cell, type Who, What, When, Where and Why.
- In the descriptions, answer the question.
- Create an image for each cell with appropriate scenes, characters, and items.
Requirements:
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient 5 Points | Emerging 3 Points | Beginning 1 Points | |
|---|---|---|---|
| Explanation | The student clearly, thoroughly, accurately chooses and answers the who, what, where, when, and why questions. | The student chooses and answers the who, what, where, when, and why questions. Some of the information is clear, thorough, and accurate. | The who, what, where, when, and why questions and answers are incomplete, confusing, or inaccurate. |
| Illustrations | The illustrations represent the written information using appropriate scenes, characters and items. | The illustrations relate to the written information, but are difficult to understand. | The illustrations do not clearly relate to the written information. |
| Evidence of Effort | Work is well written and carefully thought out. | Work shows some evidence of effort. | Work shows little evidence of any effort. |
| Conventions | Spelling, grammar, and punctuation are mostly correct. | Spelling, grammar, and punctuation are somewhat correct. | Spelling, grammar, and punctuation are mostly incorrect. |
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