1. ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences

2. ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences Meagan McWhorter Meagan McWhorter Social Studies/ Government 1 st Grade The Executive Branch- The Presidents

3. ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences Goals: At the completion of this lesson students will have a background knowledge of the current and past presidents of the United States. Students will also be able to describe the duties of the president as outlined by the Constitution of the United States. They will gain this knowledge through a variety of activities that engage all of sections of Gardner’s multiple intelligences. Objectives : Content/Knowledge: 1)Students will be able to recall information about the duties and powers of the President. 2)Students will be able to distinguish between important Presidents and give information about there given president. Process/Skills: 1)Students will be able to use different forms of technology to research a topic. 2)Students will be able to work independently and Values/Dispositions: 1)Students will be able to analyze the duties of the President and relate that to current events. 2)Students will be able to express their opinions on how the President effects their lives.

4. ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences Rationale: It is important for students to know about the president and what they do, because the president is the most powerful individual in the United States. They are the commander and chief of the United States Military and have a hand in the laws that are created and passed. Since the students are being introduced to this subject at such a young age, they will have a background when learning about the other branches of government. Standards: State – Illinois Common Core or Learning Standards 14.D.1- Identify the roles of civic leaders (e.g. elected leaders, public service leaders) 14.B.1-Identify the different levels of government as local, state and national. 14.A.1- Describe the fundamental principles of government including representative government, government of law, individual rights and the common good. National – NCSS Themes Identify theme(s) here Social Studies programs should include experiences that provide for the study of how people create, interact with, and change structures of power, authority, and governance. The development of civic competence requires an understanding of the foundations of political thought, and the historical development of various structures of power, authority, and governance. It also requires knowledge of the evolving functions of these structures in contemporary U.S. society, as well as in other parts of the world.

5. Logical/Mathematical

6. Logical/Mathematical For the Logical/Mathematical part of this lesson, students will begin the class by splitting into pairs and completing a worksheet that gives information about the office of the President and they will have to determine if the facts are true or false. They will complete this worksheet at the end of the lesson as well. Once they have completed the lesson, the teacher will tell the students more about the office of the President. Materials Needed Worksheet: (On next slide)

8. Musical/Rhythmic

9. Musical/Rhythmic Materials Needed: Musical lyrics- http://www.theromantic.com/patrioticlyrics/hailtothechief.htm http://www.theromantic.com/patrioticlyrics/hailtothechief.htm Video with music- http://www.youtube.com/watch?v=oC837oh98_Y http://www.youtube.com/watch?v=oC837oh98_Y Students will listen to the presidential theme song and watch the analyze the lyrics in order to aid in a discussion about what the president of the United States job is. After listening to the song and reading through the lyrics students will be assigned to groups and have to make a list of what the president is to theme based on the song lyrics. The class will then come back together and discuss what they have come up with.

10. Verbal/Linguistic

11. Verbal/Linguistic Materials needed: President’s Video http://www.youtube.com/ watch?v=Vvy0wRLD5s8&f eature=relatedhttp://www.youtube.com/ watch?v=Vvy0wRLD5s8&f eature=related For this part of the lesson students will watch a video that is in cartoon form and introduces them to the past presidents. They will then be allowed to go to the computer lab and begin researching the presidents in order for them to choose one that they would like to complete their main project of the unit about and concentrate on for the remainder of the unit. They will need to turn in their choice as soon as they make it because each president may only researched by one student.

12. Visual/Spatial

13. Visual/Spatial Students will be asked to create a collage that is representative of their chosen President. They should incorporate different aspects that they learned about their president through their research. For example, for John F Kennedy a student could include a picture of King Arthur because they called his home Camelot. Materials needed: Construction paper, magazines, glue, scissors, paint, internet access

14. Body/Kinesthetic

15. Body/Kinesthetic Students will be asked to write a short statement as if they are the president of their choice. The should include the information they have learned through their research. They will give a short speech dressed as their president to the class. They will dress up as the president using clothes they have brought from home, or they may use some that has been provided by the teacher. Materials Needed: Spare menswear clothes that could be used for dress up

16. Interpersonal

17. Interpersonal Students will have a class discussion about what they feel makes a good president. The teacher will show the students, shown at right, quotes from past presidents to inspire the discussion. All students should take part in the discussion, be respectful of others while talking, and be an active listener. After the discussion, students will be broken into groups of four to make a poster of what they think makes a good president. Materials Needed: Poster Board, Markers “There is nothing wrong with America that cannot be cured by what is right with America.” –Bill Clinton “The best way to enhance freedom in other lands is to demonstrate here that our democratic system is worthy of emulation.” –Jimmy Carter “Frankly, being president is rather an unattractive business unless one relishes the exercise of power. That is a thing which has never greatly appealed to me.” –Warren G. Harding “The President cannot make clouds to rain and cannot make the corn to grow, he cannot make business good; although when these things occur, political parties do claim some credit for the good things that have happened in this way.” –William Howard Taft

18. Intrapersonal

19. Intrapersonal Students will write in their journal responding to the prompt “What would you do if you were elected President of the United States?” Students should take the time to consider what the President is actually allowed to do as dictated by the constitution and the checks and balance system and make a grammatically correct journal entry. Materials Needed: Reflective Journal

20. Naturalistic

21. Naturalistic The students take a field trip to the closest presidential monument, in Peoria's case the Abe Lincoln statue. They will be able to see where a president made history and get field experience. They will be asked to write a journal entry about the experience and what the unit has taught them about the office of the President. Materials Needed: Transportation

22. ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences Visual Learning and Assessment: I will asses their learning by observing their group work, class discussion, and reflective journal entries. Also, they will be given a grade on their chosen president project which includes research, collage, and verbal presentation. All papers that are turned in during this unit will be graded and used as a gage of learning. Online Resources: http://www.delicious.com/mcwhorter335