Print

Lessons >> Browse Articles >> U.S. Presidents

Rate

22nd U.S. President: Grover Cleveland

22nd U.S. President: Grover Cleveland

Nancy Meryl | Teaching

Age: 9-12 grade

Objective: Students will learn about the life and accomplishments of Grover Cleveland as well as learn the difference between electoral and popular votes and further detailing the election process and the “Panic of 1893”

Motivational Technique: Have a classroom vote on an engaging topic. Students are popular votes and teachers are electoral.

Procedure: (engagement technique ) The teacher will talk with the class that the district has been contemplating allowing students to listen to music between classes. The teacher will tell the class that they will each vote on whether they would like this allowance in the classroom or not with a vote of simply “yes” or “no” The votes will be tallied on whether music is or is not allowed in between classes. The teacher will site the results as the “popular votes” and the “electoral votes”. Discuss the differences between electoral and popular votes. http://archive.fairvote.org/?page=985

The students will then be asked to read about the election process and uniqueness of what made Grover Cleveland stand out alongside other presidential terms. The information will come from a website that details the life and in this case, elections of Grover Cleveland.

http://millercenter.org/academic/americanpresident/cleveland/essays/biography/3

The class will then form several groups to discuss and debate what they felt was unique about Cleveland’s presidencies. What was different about his terms in office apart from other presidents? After this discussion the class will then be shown the following website http://americanhistory.about.com/od/grovercleveland/a/ff_cleveland24.htm. In which the following quote could be attributed to Cleveland. ""Sensible and responsible women do not want to vote."

Students will then be asked to reevaluate their opinion of the President based on this quote and are asked to discuss this controversial statement and form their own opinions. Next the students will be shown a video on you tube http://www.youtube.com/watch?v=0qXVSLCb2c0 discussing the economic stance of the nation during the “Panic of 1893”. The students will be asked to reflect and comment on the differences between the economic hardships of modern day America and that of 1893.

Materials: -computer with projection ability -paper

Assessment: Students will be assessed by their work on the worksheet.

Closure: After the worksheet is done, the teacher can revisit the lesson and strengthen the comprehension of the students knowledge of elections by making decisions based on them throughout the remainder of the school year.

9-12 Content Standards

I. What are Civic Life, Politics, and Government?
A. What is civic life? What is politics? What is government? Why are government and politics necessary? What purposes should government serve?

II. What are the Foundations of the American Political System?
C. What is American political culture?

III. How Does the Government Established by the Constitution Embody the Purposes, Values, and Principles of American Democracy?

B. How is the national government organized and what does it do?

IV. What is the relationship of the United States to Other Nations and to World Affairs?

C. How has the United States influenced other nations, and how have other nations influenced American politics and society?

V. What are the Roles of the Citizen in American Democracy?
E. How can citizens take part in civic life?

Return to the U.S. Presidents Lesson Category


Teaching School Finder

Save time in your search for a degree program. Use Teaching's School Finder to locate schools online and in your area.


* In the event that we cannot find a program from one of our partner schools that matches your specific area of interest, we may show schools with similar or unrelated programs.