Governor Chuzzle

govchuz2.jpggovchuz1.jpgOne of the activities in Chuzzle Chase is a "trip" from the school to the state capitol.  The event the students will be traveling to is the debate between the existing governor and the newcomer candidate, Chuzzle. 

Some research, based on grade level, is needed to begin. Who is the governor of your state? When was he/she elected and what was the platform on which he/she ran? What issues face the state at present, especially what issues impact your students today?  What would an "ideal" governor think, do, and stand for - according to the students?

  1. The students will "elect" a Chuzzle to run against the current governor of your state. They will collectively compile a platform and important issues the Chuzzle will stand for. 
  2. Election posters will be created for "Gov Chuzzle" - be sure to include legs and feet in his campaign portrait because Gov Chuzzle will FootGaming his/her way to the capitol from your school.
  3. Debate (Optional) You may want to stage a debate between the incumbent governor and the campaigning Gov Chuzzle on the target date your class has set for their "arrival" in the capitol (individually or by class or team).

Objectives

  • Students will use political terms and increase understanding of their meanings.
  • Students will improve writing and communication skills.
  • Students will research the platform under which their current governor ran for office and current events that affect the students and their state
  • Students will express their opinions on issues, and compare them to the opinions of others.
  • Students will compare and contrast factual information.
  • Students will identify the geographic themes of place, location, and region.
  • Students will work cooperatively to achieve tasks.
  • Students will creatively express their ideas through the arts.
  • Students will estimate distances between cities using an atlas and online mapping tools.
  • Students will estimate arrival and departure time based upon the distance and average miles achieved via FootGaming (team or individual).
  • Students will check their estimated distances by using Internet mapping sites. 

Classroom Assessment

  • Poor: No real exploration involved. Only a half-hearted attempt at gathering information and assembling it for assignments. No personal understanding was shown. Little care was taken to complete assignments.  
  • Fair: Some exploration involved. Explores the topic only to the extent of doing enough to pass. There was a fair amount of understanding demonstrated through discussion and participation in activities. Student did demonstrate a commitment to finish some or all of the assignments and to participate in discussions. 
  • Excellent: An enthusiastic learner that seeks to get involved and learn. Shows drive to discover everything about the subject and wants to do a great job. A strong understanding of the subject was shown evidenced by the student's enthusiasm and newly acquired knowledge. A high level of care and creativity was expressed in all assignments. Everything was completed and exceptional.

Social Studies

  • Knows how state and local government officials are chosen (i.e., by election or appointment)
  • Knows how the values and principles of American democracy can be promoted through participating in government (e.g., voting, keeping informed about public issues)
  • Understands why it is important for citizens to monitor their local, state and national governments; and knows ways people can monitor the decisions and actions of their government such as reading about public issues, watching television news programs, discussing public issues and communicating with public officials
  • Knows ways people can influence the decisions and actions of their government such as voting, taking an active role in interest groups, political parties and other organizations that attempt to influence public policy and elections; attending meetings of government agencies (e.g., city council, school board); working in campaigns, circulating and signing petitions; taking part in peaceful demonstrations; and contributing money to political parties, candidates or causes
  • Knows different methods used to measure distance (e.g., miles, kilometers, time, cost, perception)
  • Understands the spatial organization of places through such concepts as location, distance, direction, scale, movement and region
Math
  • Understands how scale in maps and drawings shows relative size and distance
  • Selects and uses appropriate tools for given measurement situations
  • Knows approximate size of basic standard units (e.g., centimeters, feet, grams) and relationships between them (e.g., between steps, miles, and feet)
  • Uses specific strategies to estimate quantities and measurements (e.g., estimating the whole by estimating the parts)
  • Selects and uses appropriate units of measurement, according to type and size of unit

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