Activity Overview
Students will outline the significance of the election of 1800 by examining the 5 Ws of the election. By researching these basic subjects, students will gain a general understanding of the candidates and their political beliefs, allies, and party affiliation. They'll explain and analyze and apply them to their understanding of the electoral process, and describe how this process unfolded in the 1800 elections.
Students will answer the following questions:
- WHO was involved in the Election in 1800?
- WHAT was the political significance of the Election in 1800?
- WHERE did the Election of 1800 occur?
- WHEN did the Election of 1800 occur?
- WHY was the Election of 1800 important?
Extended Activity
Have students create a spider map on the 5 Ws of another election. Make sure to include the candidates, their political affiliation, and the results of the election. Compare and contrast both elections to generate discussion and debate.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a 5W analysis of the Election of 1800: Who, What, When, Where, and Why.
- 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.
- Save and exit when you're done.
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
Students will outline the significance of the election of 1800 by examining the 5 Ws of the election. By researching these basic subjects, students will gain a general understanding of the candidates and their political beliefs, allies, and party affiliation. They'll explain and analyze and apply them to their understanding of the electoral process, and describe how this process unfolded in the 1800 elections.
Students will answer the following questions:
- WHO was involved in the Election in 1800?
- WHAT was the political significance of the Election in 1800?
- WHERE did the Election of 1800 occur?
- WHEN did the Election of 1800 occur?
- WHY was the Election of 1800 important?
Extended Activity
Have students create a spider map on the 5 Ws of another election. Make sure to include the candidates, their political affiliation, and the results of the election. Compare and contrast both elections to generate discussion and debate.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a 5W analysis of the Election of 1800: Who, What, When, Where, and Why.
- 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.
- Save and exit when you're done.
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. |
More Storyboard That Activities
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