How were party politics reflected in the campaign of 1828? What were the positions of the fledgling Democratic Party and its opposition?

This project a group-based learning project about the presidential election process and its significance.

In this project, you will explore a real-world problem, and then work through a series of steps to analyze that problem, research ways the problem could be solved, then propose a possible solution to that problem. Often, there is no specific right or wrong solutions, but sometimes one particular solution may be better than others. The key is making sure you fully understand the problem, have researched some possible solutions, and have proposed the solution that you can support with information / evidence.This project will focus on the following:Habits of Mind: Questioning and posing problemsCritical Thinking Skills: Analyze/evaluateBegin by reading the problem statement in Step 1. Take the time to review all of the information provided in the statement, including exploring the websites, videos and / or and articles that are linked. Then work on steps 2 through 8 to complete this problem-based learning experience.

In this activity, students will have the opportunity to create a campaign commercial to run as the new president of Boise State. They will practice using vocabulary related to governments and actions that political figures take. Students will be able to discuss preferences relating to politics and government.

In this activity, students will have the opportunity to create a campaign commercial to run as the new president of Boise State. They will practice using vocabulary related to governments and actions that political figures take. Students will be able to discuss preferences relating to politics and government.

Educators need civics curriculum that informs and engages students. Teaching Elections in Washington State is written in partnership with the Office of Superintendent of Public Instruction and Washington teachers to do just that.
For more resources visit:
Civics Education | Washington Office of Secretary of State - https://www.sos.wa.gov/elections/civics/
Elections and Voting Teaching Resources Toolkit | Washington Office of Superintendent of Public Instruction

This is a complete course on Texas State government, developed by Austin Community College.

 U.S. History is designed to meet the scope and sequence requirements of most introductory courses. The text provides a balanced approach to U.S. history, considering the people, events, and ideas that have shaped the United States from both the top down (politics, economics, diplomacy) and bottom up (eyewitness accounts, lived experience). U.S. History covers key forces that form the American experience, with particular attention to issues of race, class, and gender.Senior Contributing AuthorsP. Scott Corbett, Ventura CollegeVolker Janssen, California State University, FullertonJohn M. Lund, Keene State CollegeTodd Pfannestiel, Clarion UniversityPaul Vickery, Oral Roberts UniversitySylvie Waskiewicz

U.S. History is designed for a two-semester American history sequence. It is traditional in coverage, following a roughly chronological outline, and using a balanced approach that includes political, economic, social, and cultural developments. At the same time, the book includes a number of innovative and interactive features designed to enhance student learning. Instructors can also customize the book, adapting it to the approach that works best in their classroom.

Standards addressed:
Indiana USG.5.7 - Explain how citizens in the United States particpate in public elections as voters and supporters of candidates for public office.

After watching the debate, defend a stance (Hillary, Trump, or Tie). Students are assigned a random point of view which allows them to explore ideas/opinions outside of their own.