The 2016 Presidential Election, Lesson 11, Rachel Drake

4th Grade
Expected Duration: 45-60 Minutes
Social Sciences: Civics, Economics, Geography
Concepts: Presidential election nominees in 2016, political issues, expected behavior
during political discussions
Vocabulary: Nominee (a person who is formally entered as a candidate for office);
economy (the availability or lack of jobs / changing tax regulations to meet budget
needs); healthcare (maintenance of physical or mental health through medical
interventions); gun policy (regulating the manufacturing, sale, possession or use of
firearms by civilians); immigration (coming to live permanently in a foreign country);
education (instruction in a school or university); climate change (change in global
climate, attributed to an increase in atmospheric carbon dioxide); debate (a formal
discussion on a particular topic, in which opposing arguments are put forward)
Skills: research using a provided source, note taking, creating charts, identifying and
recording essential information, identifying key ideas, summarizing, appropriately
participating in debate and discussion
Goals of Lesson:
1. Students will learn about the four presidential nominees in the 2016 campaign.
2. Students will list a number of important political issues recognized during this
campaign.
3. Students will research, record, and share information on the positions of political
issues that these nominees have.
4. Students will participate in a classroom discussion and debate session.
5. Students will form an opinion of each candidate based on the issues at hand and
what will benefit them and the society as a whole.

Integration of Learning Outcomes/Objectives

1. Students will be able to identify essential information about candidates.
2. Students will be able to recognize what is important to them individually.
3. Students will be able to make informed decisions, as a voter, about what is in the best
interest of himself or herself and everyone in the country.
4. Students will be able to behave appropriately when discussing political issues.

PA Standards
5.2.6.G Explain the importance of participating in government and civic life.

NCSS Themes / subthemes

I. Culture
NCSS1.1g guide learners as they construct reasoned judgments about specific
cultural responses to persistent human issues
VI. Power, Authority, and Governance
 NCSS1.6c provide opportunities for learners to examine issues involving the
rights, roles, and status of individuals in relation to the general welfare

Anticipatory Set
Students will be broken into their campaign groups (four groups of six). Each group will
be given a chart with Hillary Clinton, Donald Trump, Gary Johnson, and Jill Stein at the
top. They will also be given fact flashcards that are associated with one of the four 2016
presidential nominees. Groups will be given five minutes to sort each of the flashcards
under the appropriate candidate. During this time the teacher will be walking around the
classroom to assess students prior knowledge. After five minutes, the class will come
together to check each other's charts and identify the correct information associated with
each candidate. By the end of this activity students will be have some essential
knowledge about the candidates.

Procedures
1. Together the class will create a list of political issues on the board. This list will consist
of issues that the students may know about or may have just heard of before, that are big
discussion topics, especially during presidential elections. At this time the teacher will
assess the knowledge of the class about political issues and defining them. The teach will
take this opportunity to define and provide examples for any of the political issues that
students are unfamiliar with. Top issues to ensure that students have knowledge of
include: Economy, healthcare, gun policy, immigration, education, and climate change. If
students are struggling or not volunteering to provide examples, they will be given a few
moments to talk with their campaign group to try to create their own initial list to
contribute to the class.

2. Students will work in their four campaign groups. Each group will be assigned one
2016 presidential nominee to research (Hillary Clinton, Donald Trump, Gary Johnson, or
Jill Stein). A flashcard with the candidates name will be given to each group to remind
the students and to identify themselves to other members of the classroom. Each group
will be given Political Issues Charts, for note taking, with Education and Health Care
as the first two issues that the groups will research on their specified nominee. The group
will then collaboratively pick a third issue that is most important or most interesting to
them. Each group will then divide the three issues up and will work in pairs to find the
most relevant information on the position of their nominee, on their particular issue.
Students will each have a computer and will use
[Link] as their source. To support students
that struggle when conducting research, the teacher will introduce the website to the
whole class and show the students how to find the information they need on that
particular website. On your computers type in
[Link] in the address bar. Here you will
find a lot of information and interesting facts about the 2016 presidential election. Feel
free to explore. Scroll down a little until you see the pictures of the four candidates. You
can click on each individual candidate to learn more about them and to find out their
positions on specific political issues. If my given candidate was Hillary Clinton, for
example, I would click on her to find my information. After clicking on a candidate and
reading a little about them, scroll down until you see pictures and identified political
issues. Find the political issues that you need to research (education and healthcare) to
find information on your candidate's position and to determine whether or not you
support that particular candidate. This website will also help your group to select a third
political issue. Scroll through the options and pick one that is interesting to you or that
you find to be very important. I believe foreign affairs is an important issue, therefore, I
would click on the foreign affairs link and scan the page for relevant information on my
candidates position. You may select an issue that was already talked about in class or a
different one. To get started, look for information on each issue that explains certain
goals your candidate has, or certain things that your candidate wants to change. The
teacher will be walking around the room during this process to check on student progress,
assess students understanding, and assist where support is needed. The pairs will then
come back together as a group to compare positions on the issue of their candidate. The
group will together create a big poster chart, using the research they found, to create a
visual when presenting the information to the rest of the class. This information will
include details about the position of their candidate as well as whether or not the group
supports the candidate. By the end of this portion of the procedure students will be able to
identify essential information about candidates, recognize what is important to them
individually and make informed decisions, as a voter, about what is in the best interest of
himself or herself and everyone in the country.

3. Prior to starting the class discussion the students will be shown two videos: One of a
debate with respectful and appropriate behavior, and one with disrespectful and
inappropriate behavior. The students will make notes of the differences in their
notebooks. Based on the videos the class will create a chart as a resource and reminder of
ways to be appropriate during political discussions. If students are struggling to make a
class list, they will have the opportunity to collaborate with their group first. This activity
will assist students in learning how to behave appropriately when discussing political
issues. The teacher will formatively assess the students based on their ability to create the
chart and their behavior displayed in procedure four.

4. Groups will come together as a class and discuss their candidates positions. Each
group will have the opportunity to present information, express their positions, and
respectfully agree or disagree with others. Each student will be provided with a
Comparing Candidates Chart for note taking purposes during the debate. The purpose of
this chart is to assist students when completing their assessment. The teacher will provide
a quick think-aloud to demonstrate the note taking process. As the Hillary Clinton group
 is presenting they state that she was opposed to connecting teacher pay to test outcomes.
I agree with her position; therefore, I might write this in the box next to Hillary
Clinton and under Education and put an A for agree. The Hillary Clinton group
might also have stated that for healthcare, she wants to legalize prescription drug
imports from Canada. I disagree with this position, therefore I will write that fact and put
a D for disagree. You may choose to take notes this way, or you may choose to take
notes in other ways. You can do whatever works best for you. Remember that the point of
this note taking sheet is to gather your thoughts for each candidates position on the
political issues and form your own opinion of which sides would be more beneficial to
you as well as the whole country. Based on your gathered information and your opinion,
you will also be asked to identify who you would vote for from the 2016 presidential
election and provide supporting details. For students that may struggle to take notes, a
completed Comparing Candidates Chart will be provided, in which they must circle or
highlight the most important information or the information that they agree or disagree
with. Students will be assessed on behaving appropriately when discussing political
issues during this activity, using the Classroom Discussion Checklist.

Differentiated Instruction
Procedure 2: The teacher will use the projector and computer to introduce the selected
website ([Link] and show students how to
find the necessary information. Students that need more support when doing research will
be given more prompting questions to guide them in finding the most relevant
information. These questions include: What are the goals of the candidate? What does the
candidate want to change? What does the candidate agree or disagree with? Why does the
candidate believe that their particular opinion would benefit the greater good?
Procedure 2: Students who pose strengths in this research will be asked to explore an
additional political issue that they are unfamiliar with using the given website or using
other resources. This will allow the student to explore other sources of information and to
expand their knowledge on an important political issue.
Procedure 4: Students that are in need of additional support in note taking will be given a
Comparing Candidates Chart with notes already on it and be asked to highlight or circle
the important details, making note of whether or not they agree with a particular position.
They may also add notes of their own to practice and improve their note taking skills.
Assessment: To differentiate the assessment students will have the option of handwriting,
typing, or recording their response. For students that struggle to summarize information,
the teacher will provide an outline to follow when completing the assessment.

Closure
After the class discussion students will have a closing discussion answering the
questions: What political issues are most important to you when voting? What political
issues do you think are most important for the common good?
Summative Assessment
Students will complete an individual assignment explaining whose position they agreed
with most for each issue (recognizing that it may not necessarily be the same candidate
for each issue). Students may handwrite, type, or record themselves to complete the
assignment. The following questions should be answered in the assignment: Why does
 this position (on the three discussed political issues) benefit you personally? Why does
this position (on the same three issues) benefit the common good? Based on this
information, who would you have voted for in the 2016 presidential election? If you
would not vote, why not?
For students that may struggle to summarize and organize their information in an
appropriate manner, an outline will be provided to support the format.
This assessment will determine if students are able to identify essential information about
candidates, recognize what is important to them individually, and make informed
decisions, as a voter, about what is in the best interest of himself or herself and everyone
in the country. A checklist will be used to determine if students covered each part of the
assessment and if students showed an understanding of identifying issues that are
important to them and the world as a whole.
Students will be assessed on their ability to discuss and debate political issues during
procedure four, when the whole group is actively participating in a group discussion.
Students will be assessed using a checklist. To successfully meet the objective, students
must participate at least once (either with a comment or a question); must be quiet while
others are talking; must be respectful when commenting or asking a question; must speak
only when acknowledged or spoken to; must listen to others when they speak and must
be excited and interested in their own opinion when discussing.

Materials / Equipment
Anticipatory Set: Presidential nominee chart and flashcards for each campaign group
(four groups of six), tape to put flashcards under the appropriate candidate
Procedures: (1) whiteboard, and markers; (2) Political Issues Chart for each student, pen
or pencil, large poster paper for each campaign group, markers, computers for each
student, website: [Link] (3) computer,
projector, youtube videos showing appropriate and inappropriate behavior during
debates: [Link] (inappropriate behavior)
[Link] (appropriate behavior), poster board
to create classroom resource (expected behavior during political discussion), markers; (4)
Comparing Candidates Chart for each student, pencil or pen, completed political issues
posters from each group.
Assessment: 2016 Presidential Election Political Issues Assignment Prompt, pens or
pencils, paper for handwritten essays, computers for typed essays, recorder for recorded
assignments, outline of assignment for students that need additional support

Technology
Computers will be used by each student to conduct research on their candidate. Students
will use this specfic website to conduct their research:
[Link] Having computers and the internet
enhances the student's learning experience because the website they are using gives them
an abundant amount of information that is current. This experience will teach student to
not only navigate this particular website, but to start exploring the use of other internet
 sources for research purposes as well.
A projector will be used to show youtube videos of two debates: one that shows
appropriate behavior and one that shows inappropriate behavior. The following websites
will be used [Link] (inappropriate behavior)
[Link] (appropriate behavior). The use of
this technology provides students with a visual and fun way of determining how to act
when having political discussions. Having students participate in the creation of their
own classroom debate rules will give them a sense of accountability and motivate them to
learn and practice expected behavior in classroom discussions at any point in time.

Reflection on Planning
This was my first actual lesson plan that I created. After many edits, suggestions from
peers and professionals, and research, I think I have developed a well written lesson plan
that is detailed and easy to follow. I believe the objectives are met both throughout the
procedures and during the assessment. Since this was my first lesson plan, it took me a lot
of time to include all the necessary information and ensure that I connected each one of
my activities and assessments with the lesson objectives. The lesson could be improved
simply by practicing writing more lessons. I think as I continue to write lessons I will be
able to more easily see where differentiation is needed and think of ways to different each
individual assignment for different students needs.
I believe that I successfully created fun and interesting assignments that both challenge
the students to learn new skills and support the overall goals and objectives of the lesson.
The skills used in this lesson are ones that students will be able to continue building on in
their future lessons. Some of these lessons include research and identifying important
issues in presidential elections.
I am concerned that even with support, some students may not be able correctly identify
what information is most essential when doing research. Fourth grade is a time when
students are just starting to use the internet as a resource, and while many of them are
very good at utilizing social media, it can be difficult for them to be able to select the
most essential information from an expository source. I tried to address this concern in
my lesson by providing a think-aloud on how to navigate the selected website; by having
students work in pairs while doing research, in hopes that they can help each other; and
by walking around during the activity and providing individual support when necessary.
Student's Name: ______________________________ Date: _______________________

2016 Presidential Election Political Issues

Classroom Discussion / Debate
Checklist

Student participated at least once during discussion (asking a question, making a

comment or presenting information) ______

Student was quiet when others were talking ______

Student was respectful of others opinions when commenting or asking a question ______

Student only spoke when acknowledged or spoken to ______

Student listened to others when they spoke ______

Student seemed excited and interested about the discussion topic and what was most
important to them ______

Student was successful in meeting the requirement

X Student was not able to meet the requirement
 2016 Presidential Election
Comparing Candidates Chart
During the classroom discussion and debate about the 2016 presidential nominees, take notes on
each candidate in regards to their position on education, health care, and other issues that you
find to be important. What are each candidate's position on these issues? Do you agree or
disagree with their positions?
Issue Education Health Care Selected Issues
Issue: ____________

Hillary Clinton
Democrat

Issue: ____________

Donald Trump
Republican

Issue: ____________

Gary Johnson
Libertarian

Issue: ____________

Jill Stein
Green Party

2016 Presidential Election

 Comparing Candidates Chart
During the classroom discussion and debate about the 2016 presidential nominees, take notes on
each candidate in regards to their position on education, health care, and other issues that you
find to be important. What are each candidate's position on these issues? Do you agree or
disagree with their positions?
Issue Education Health Care Selected Issues
- Opposed - Supported allowing Issue: ____________
connecting teacher Americans to enroll
pay to test outcomes in Medicare at 55
Hillary Clinton - Supported universal - Increased funding
Democrat preschool and higher for Autism and
teacher pay Alzheimer's
- Called for a student
loan reform

- Wanted to remove - Wanted to repeal Issue: ____________

common core Obamacare,
education standards reforming health care
Donald Trump - Wanted to return based on the free
Republican education policy to market principles
the states

- States should control - Opposed Issue: ____________

public education government mandated
- Encouraged health insurance
Gary Johnson competition between
Libertarian schools to drive
improvement

- Supported a student - Supported Medicare Issue: ____________

bailout to cancel for all
student loan debt - Believes that
Jill Stein - Advocated for healthcare should be a
Green Party tuition free education human right
- Opposed high-stakes
testing

2016 Presidential Election

Political Issues Assessment
Following the classroom debate, summarize the candidates positions and explain
whose position you agreed with most for each issue: Education, Healthcare, and
one other issue of your choice that was discussed. It is possible that you may not
necessarily agree with the same candidate for each issue. You may choose to
handwrite, type or record yourself while completing this assignment.

In your response be sure to answer the following questions: Why do these positions
benefit you personally? Why do these positions benefit the common good? Based
on this information, who would you have voted for in the 2016 presidential election
- provide supporting details? If you would not vote, why not?
 2016 Presidential Election
Political Issues Assessment

Following the classroom debate, summarize the candidates positions and explain
whose position you agreed with most for each issue: Education, Healthcare, and
one other issue of your choice that was discussed. It is possible that you may not
necessarily agree with the same candidate for each issue. You may choose to
handwrite, type or record yourself while completing this assignment.

In your response be sure to answer the following questions: Why do these positions
benefit you personally? Why do these positions benefit the common good? Based
on this information, who would you have voted for in the 2016 presidential election
- provide supporting details? If you would not vote, why not?

Assessment Outline

I. Introduction
A. Introduce assignment, candidates, and issues considered
II. Candidate you agreed with - Education
A. Candidates position
B. How it benefits you personally
C. How it benefits everyone
III. Candidate you agreed with - Health Care
A. Candidates position
B. How it benefits you personally
C. How it benefits everyone
IV. Candidate you agreed with - You select one more issue
A. Candidates position
B. How it benefits you personally
C. How it benefits everyone
V. Conclusion
A. Who would you vote for in the 2016 presidential election?
B. Why?
C. If you would not vote, why not?
Student Name: ______________________________ Date: _____________
Method of Assessment: _______________________
(handwritten, typed, recorded)

2016 Presidential Election Political Issues

Assessment Checklist

Student clearly introduces the candidates being discussed

Student acknowledges the political issues being discussed

Student states which candidates position they agree with in terms of

education

Student recognizes how that position on education benefits themselves and

the public

Student states which candidates position they agree with in terms of

healthcare

Student recognizes how that position on healthcare benefits themselves and

the public

Student states which candidates position they agree with in terms of a third
selected issue

Student recognizes how that position on the third issue benefits themselves
and the public

Student answers who they would vote for in the 2016 presidential election and
provides supporting information based on the previous knowledge

+ Met all necessary components and shows full understanding of concepts

Met some of the necessary components, some more support needed
X None of the components met, additional support is needed
 Lesson Plan Fact Sheet (with References)
Recent Election / Issues / Expected Behavior
Lesson 11
Facts

Candidate Profiles & Backgrounds

- Hillary Clinton ([Link]
- Received democratic nomination: July 26, 2016
- Married to former President Bill Clinton
- In 2000 she ran a successful campaign for the senate of New York
- She was the only first lady to win an elective office
- She ran for president the first time in 2007 against Barack Obama
- From 2009-2013 she served as the secretary of state under President Obama
- She was the first women to be nominated for president by a major political party
- Donald Trump ([Link]
- Trump won the 2016 presidential election
- Prior to the 2016 election, he had never sought or held political office
- He was formerly a real estate developer, author, chairman of the Trump
Organization, and executive producer of The Apprentice
- Trumps slogan throughout the campaign: Make America Great Again
- Highlights of his campaign included strengthening U.S. immigration laws,
withdrawing from international trade deals, a more aggressive foreign policy in
the Middle East, lowering taxes, and repealing financial and environmental
regulations.
- Gary Johnson ([Link]
- Johnson was the libertarian party nominee for the 2016 presidential election
- Served two terms as the republican governor of New Mexico (1995-2003)
- He focused on cutting taxes and spending and reducing size of
government
- He initially ran for republican party for president in 2011 and changed his
affiliation to the libertarian party. He won the libertarian nomination in the 2012
election.
- He received way more attention in the 2016 election (13% of national polls), than
the 2012 election (1% of national polls) because of the money he raised and
some of the unfavorable attributes of the other candidates.
- Jill Stein ([Link]
- Stein was the 2016 nominee for the Green Party
- She was involved in Massachusetts state politics; however, ran many
unsuccessful campaigns including: state representative, secretary of the
commonwealth, and governor.
- She had previously ran for president in 2012 and won the party's nomination
(.36% of the vote)
- She was initially a physician and practiced medicine for 25 years
 - Steins platform included the adoption of the Green New Deal, which sought to
create millions of jobs, improve infrastructure, and conservation through a
nationwide transition to 100% renewable energy.

Top issues to consider:

- Economy
- Labor and Employment
- Taxes
- Terrorism
- Foreign policy
- Health care
- Gun policy
- Immigration
- Social security
- Education
- Supreme court appointments
- Treatment of racial / ethnic minorities
- Trade policy
- Climate Change
- Abortion
- Treatment of gay, lesbian, and transgender people

Definitions or Examples

Economy: The availability or lack of jobs.

Labor and
Employment

Economy: Changing taxing regulations to meet budget needs.

Taxes

Health Care Maintenance of physical or mental health through medical interventions.

Gun Policy Regulation of the manufacture, sale, transfer, possession, modification, or use of
firearms by civilians.
Immigration Coming to live permanently in a foreign country.

Education Instruction in a school or university.

Climate A change in global climate, attributed to an increase in atmospheric carbon dioxide

Change produced by the use of fossil fuels.
 Hillary Clinton (Democratic Nominee)

Economy: Made policy proposals to expand job opportunities for workers with disabilities. Had a plan to
Labor and increase and expand the Child Tax Credit (CTC) as a form of tax relief.
Employment

Economy: Planned to raise taxes on the top 1 percent of earnersthose earning more than $732,000 a
Taxes yearwhile largely leaving tax rates the same for taxpayers with smaller incomes. Her tax
plan also included eliminating tax breaks for companies that send jobs overseas and
reinvesting revenue raised from fixing the corporate tax code in projects that spur economic
growth and job creation.

Health Care Supported allowing Americans to enroll in Medicare when they turn 55, increasing funding for
autism and Alzheimer's disease research and treatment, and legalizing prescription drug
imports from Canada.

Gun Policy Called for repealing gun industry liability protections, implementing comprehensive
background checks, and closing the Charleston loophole, which refers to the law allowing
federally licensed dealers to sell firearms after a three-day waiting period for a background
check, regardless of whether they received the results of the background check.

Immigration Supported immigration reform with a pathway to citizenship

Education Opposed connecting teacher evaluations and pay to test outcomes, supported universal
preschool and higher teacher pay, and called for student loan reform.

Climate Expressed support for the Paris Agreement to combat climate change. She also pledged to
Change power at least half of the nation's energy needs with renewable sources by 2030.
 Donald Trump (Republican Nominee)

Economy: Revealed an economic plan which he said would create 25 million new jobs and grow the
Labor and economy at an annual rate of at least 3.5 percent
Employment

Economy: Supported significant business tax cuts, reducing the number of income tax brackets, and
Taxes cutting taxes at all income levels, with the largest benefits, going to the highest-income
households.

Health Care Supported repealing Obamacare, reforming health care based on "free market principles,"
and easing regulations on overseas drug providers.

Gun Policy Believed there would be fewer casualties of mass shootings if victims had guns. He opposed
gun-free zones and was endorsed by the NRA.

Immigration Wanted a wall constructed between the U.S. and Mexico, proposed a ban on Muslims
entering the U.S.

Education Supported returning education policy to the states and doing away with Common Core
education standards.

Climate Supported rescinding President Obama's 2013 Climate Action Plan and canceling the Paris
Change Climate Agreement. Trump repeatedly claimed that global warming was a hoax.

Gary Johnson (Libertarian Nominee)

Economy: Believed that the government should be hands off and giving businesses more freedom
Labor and will create more jobs and lower the unemployment rate.
Employment

Economy: Proposed eliminating income and corporate taxes and replacing them with a federal
Taxes consumption tax.

Health Care Opposed government mandated health insurance.

Gun Policy Rejected the idea that restricting gun sales makes us safer.

Immigration Supported comprehensive immigration reform and making it as easy as possible for
foreigners without criminal records to come to the U.S. to work with a work visa

Education Said that states should control public education and encouraged competition between
schools to drive improvement in public education.

Climate Said he believed that humans were the cause of climate change, but nonetheless
Change opposed caps on carbon emissions
 Jill Stein (Green Party Nominee)

Economy: Supported jobs as a right. She planned to create living-wage jobs for every American who
Labor and needed work, replacing unemployment offices with employment offices. She also planned to
Employment advance workers' rights to unionize and to keep a fair share of the wealth they helped create.

Economy: Wanted a more progressive tax system and supported tax reform that would have helped
Taxes create jobs. She also would have eliminated loopholes and other exemptions that favored
corporate and wealthy interests over tax justice.

Health Care Supported a "Medicare For All" single-payer public health insurance program and said she
believes health care should be a human right

Gun Policy Called for an assault weapons ban and regulations to keep guns out of the hands of criminals
and individuals with mental illness. She connected gun violence with economic disparity and
believed the NRA should stay out of politics because it fails to represent the interests of
ordinary gun owners

Immigration Opposed deportation, supported the DREAM Act, and backed the creation of a legal status
and path to citizenship.

Education Supported a "student bailout" to cancel student loan debt, advocated for tuition-free
education, and opposed high-stakes testing and the privatization of public schools.

Climate Described climate change as an "all-out climate emergency."

Change

Appropriate behavior when having a debate:

- Be polite and courteous
- Listen to others when they speak
- Respect and support peers
- Speak only when told to speak - do not bump other peers words
- Allow everyone to express their opinion
- Respond to an opinion appropriately
- Participate (Create a good way to acknowledge that a student wants to talk other than
just raising his/her hand - Pros and Cons Flashcards)
- Speak with passion and excitement!
References

[Link]
(Top Voting Issues in 2016 Election - Has charts / facts on these issues for Trump and Clinton)
Teacher Resource - Current Election / Issues

[Link]
(Pros and Cons on a variety of issues from candidates: Trump, Clinton, Johnson, and Stein)
Students or Teacher Resource - Current Election / Issues

[Link]
(Kid reporters interviewing the candidates)
Student Resource

[Link]
(Appropriate behavior for classroom debates)
Teacher Resource

[Link]
(Information on each of the presidential candidates and their positions on issues)
Student or Teacher Resource

Current Event Assignment: Global Connections, Frances New President

A. The nation involved in the article was France.

B. This article is connected to our group's unit plan (voting for president) as well as my
individual lesson plan (most recent presidential elections). I think using this current event
article as a supplement for the lesson would be a great idea, because it gets students
thinking about the election and voting process in other countries. It also acknowledges
the fact that governments around the world are set up differently. It is important to use an
article from a more current election to notice the issues that are important in this current
time period, what the people feel is best for themselves and the society as a whole.
C. France's New President. (2017). Here There Everyone News for Kids. Retrieved from
[Link]