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Political Campaign Commercial Project

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Keywords: US/VA Government
Subject(s): Social Studies
Grades 9 through 12
NETS-S Standard:
  • Creativity and Innovation
  • Communication and Collaboration
  • Research and Information Fluency
  • Critical Thinking, Problem Solving, and Decision Making
View Full Text of Standards
School: Freedom High School, Woodbridge, VA
Planned By: Christopher Valenti
Original Author: Christopher Valenti, Woodbridge
Small Groups: Using Post-it notes, students will work as a group to recall an advertisement that was memorable to them. They will write the main idea of the ad on the Post-it note. On a 2nd Post-it, they will write why that ad was memorable.
Students will then recall a political ad that was memorable to them. The will again write the main idea of the ad on the Post-it. On another Post-it, they will write why that political ad was memorable.
Whole Group: Students will put the Post-its on a chart. The small groups will share what they wrote on the Post-its. They will share what made the ads memorable.
We will return to the chart at the end of the lesson.
Whole Group: Using the LCD projector, the Library Media Specialist and classroom teacher will show the Powerpoint of the types of campaign advertisements. Each explanation is linked to a video clip of that type of ad from the 2008 campaign season.
Students will have a graphic organizer handout of the presentation where they can take notes if they like.
The teachers and students will discuss each type of ad as they move through the presentation.
Evaluation: The teachers will note particular questions students may have as well as problems with understanding that they observe.
Formative Assessment: Students will use the notes/handout of the presentation to fill in a graphic organizer of the types of political campaign advertisements.
This relates to the Information Management Plan by students accessing the information needed from the Powerpoint presentation. Students will evaluate the information as to what is relevant for their task. Students will synthesize the information using the graphic organizer.
Students will work in small groups to create political advertisement posters. They will use one of the types of ads discussed in the lesson. They should be prepared to discuss this type of ad. They have their choice in the type that they use. They will use poster paper and markers for the posters. They may also print pictures from the computer to use in the poster. Printing rules apply: 3 pages of printing free/more is 10 cents per page.
Students will share their posters with the Whole Group. Students will discuss the type of ad in each poster. Students will describe why that type of ad is effective, who is the audience, etc.
Whole Group: The students will go back to the chart of memorable ads. Students should be able to tell what type of advertisement each ad is.
Homework: Students will start to think about creating their own political campaign advertisement using MovieMaker. They will first create a storyboard for the ad using the Storyboard Template handout. Teachers will give a brief explanation of the project that will follow in the rest of the 2 week time period. This will be reviewed on the 2nd class period.
Students should draw out at least 6 frames of the ad to guide them during the next lesson when they will use MovieMaker. They should give enough information that they can easily fill in the frames when they begin to use the MovieMaker application.
The Storyboard Template will be scored as part of the presentation on the rubric.
Teachers will check for understanding. Any questions will be addressed.
How many students have ever used MovieMaker?
How many students know how to import a picture (image) to a Word document or PowerPoint?
Students may also use the digital cameras to video clips for their ads.
How many students know how to use a digital camera? Have you ever downloaded pictures or videos to a computer from a camera?
We have a guide to MovieMaker that will take us through the steps one-by-one.
Students will receive the rubric for the project as well as the student agenda for the project.
The teachers will explain the expectations of the project.
The teachers will check for completion of the storyboard handout.
The Library Media Specialist will give an explanation of how to use the MovieMaker application. There is a step-by-step guide that students will each receive.
Students may begin using the application. The teachers will circulate to individual students to observe and check for questions and problems.
The Library Media Specialist will work with individual students who want to include video clips or still shots in the project. The students will use digital cameras, download the clips or images to computers. Students will then import the videos and/or images to MovieMaker.
Students should use the student agendas of the project with the rubric to fulfill the requirements of the project. The teachers will score the projects using the rubric.
Students will work independently on the project in the library. Students will save their work on SchoolFusion in their files, or on a CD-RW.
Teachers will check for any difficulties with the application or saving work. Students should finish (publish) the MovieMaker project before saving. This will pull all of the clips and images and save the entire project. Students will be able to edit the project later.
Homework: Students will finish their projects. The students may use the library before or after school to work.
Whole group: Check for understanding of the requirements of the project. Check for understanding of the timeline of the project. Check for understanding of how to access and save the project from SchoolFusion or a CD-RW.
Check for understanding of how to cite their sources of info or clips.
Students will work individually to put finishing touches on their projects.
Presentation of projects.
Discussion of types of advertisements.
Students should be able to recognize the different types of ads.
Students should be able to discuss their own ad and why it fits within one type of ad or another.
Students will discuss where they found the resources that they used for the project.
Did they use Google for images or audio clips, etc.?
What were the most effective sources for images and clips?
Were there problems with citations for these sources?
Teachers will review and reinforce the information following the discussion.
Students who did not present on Day 3 will do so on Day 4.

Students who did not present on Day 3 should prepare to present.
Students who already presented will be reminded on conduct appropriate as the audience for the presentations.
This will move to Day 5 if the presentations are ongoing:
Wrap up of political advertisement project.
Review of different types of ads. Why are they effective? Who is the audience for each type of ad?
Reflection: How do advertisements influence elections of political candidates?
Repeat of Closure Day 4:
Evaluation/Assessment: MovieMaker presentations. The classroom teacher and Library Media Specialist will assess each presentation using the rubric.
The classroom teacher and Library Media Specialist will meet during the teacherís planning time to compare scores and arrive at a final score using the rubric.

Accommodations for Differentiated Instruction
Special needs for individual students will be addressed. Some students may not have mobility to move around for use of digital cameras. The teacher and Library Media Specialist can assist with camera use for these students.
Different learning styles will be accommodated in this lesson.
Visual: PowerPoint presentation on different types of political ads integrating video clips from actual ads. Written lists of criteria. MovieMaker used as application for student presentations. Student use of video clips and images in their individual presentations.
Verbal/Auditory: Group discussion, class discussion, video clips used in PowerPoint presentation and student presentations.
Kinesthetic: Movement around the library to computers or to use digital cameras. Acting out scenes for the presentations that are recorded by the cameras. Use of technology-cameras and computers.
Interpersonal: Discussion with group and class. Discussion of memorable ads.
Logical: Analyzing why certain types of ads appeal to different audiences. Analyzing why certain types of ads are effective in promoting a political candidate. Evaluation of information in PowerPoint handout that is used to complete the graphic organizer handout.
Gifted students should exceed the requirements of the project. They may incorporate more video, sound, narrative clips in their presentations.
Students will be evaluated on how well they work throughout the project days.
Students will be evaluated on participation in the class discussion.
The teacher and the Library Media Specialist will assess the presentations using the Rubric for MovieMaker Presentation:
Student self-evaluation (students use rubric to evaluate completion of their own project before presentation) and teacher/LMS evaluation. (rubric attached)
We are looking to expand technology in the classroom and are looking for the following items to be budgeted. We really don't have a budget for the following school year and are looking for help.
Materials: Mobile Labs, Video Cameras, Flash Memory Camcorders, Flip Video, DVD Camcorder, Hi-Def Camcorder, Digital Cameras, Projectors, Pen Readers, Printers, Camera/Video Accessories, Social Studies
Other Items: 15 HP 1102 Printers, $130.00 each, total of $1950.00
24 HP Replacement Ink, $10.00 each, total of $240.00