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Ronald Reagan Day Middle School Lesson Plan

Section 37222 of California Education Code designates February 6th of each year as Ronald Reagan Day, and encourages public schools and educational institutions to engage in exercises remembering the life of Ronald Reagan. For the full text of Senate Bill 944, the legislation which authorizes Ronald Reagan Day, please see the appendix to these lessons.

Civic Engagement and the President “The education our children deserve is the kind no American should be deprived of, for it’s the basic instruction in what it means to be an American... Jefferson and the Founders believed a nation that governs itself, like ours, must rely upon an informed and engaged electorate.” – Ronald Reagan, 1988 radio address on education. Overview In this lesson, students will learn both to be informed and to be engaged as they research an issue that is important to them, and communicate their thoughts on the issue to the President of the United States. They will also develop their literacy skills as they learn to analyze and evaluate the effectiveness of student-composed letters to the president. Standards Common Core State Standards

Reading: Informational Text o Grade 7: 1. Cite several pieces of textual evidence to support analysis of what

the text says explicitly as well as inferences drawn from the text. 2. Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.

o Grade 8: 1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. 2. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

Writing o Grade 7: 1. Write arguments to support claims with clear reasons and

relevant evidence. Introduce claim(s), acknowledge alternate or opposing claims, and

organize the reasons and evidence logically. Support claim(s) with logical reasoning and relevant evidence, using

accurate, credible sources and demonstrating an understanding of the topic or text.

Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.

Establish and maintain a formal style.

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Provide a concluding statement or section that follows from and supports the argument presented.

o Grade 8: 1. Write arguments to support claims with clear reasons and relevant evidence.

Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

Establish and maintain a formal style. Provide a concluding statement or section that follows from and

supports the argument presented. Objectives Students will be able to (SWBAT):

Understand the process for sharing their concerns with the president. Advocate for an issue of their choosing via correspondence to the White House. Analyze primary source documents. Utilize research skills to develop ideas around an issue that is important to them. Students will submit their ideas to the President of the United States (POTUS) using

one or more means of communication. Skills

1. Analytical skills 2. Research skills 3. Composition skills 4. Expository and Persuasive Writing 5. Digital Literacy (Optional)

Classroom Procedures I. Essential Question(s): How can literacy skills help me to be an engaged citizen? II. Agenda

Essential Question Hook: Response to Video “White House Letters to the President” Primary Source Exploration: Andy Smith Correspondence with President Reagan. Exit Slip

III. Hook(10—15 minutes) Tell students that in honor of Ronald Reagan Day on February 6, today they are

going to learn about how literacy and communication skills are an essential component for people who want to be informed and engaged citizens. In fact, one of the factors that determines a person’s success is his/her ability to communicate

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effectively. Ronald Reagan was known as The Great Communicator. His skills as both a speaker and a writer led to successful careers in radio, film, television, and politics.

First, tell students that politicians and people in the government are often very concerned with the education of our nation’s children. Have them listen to Ronald Reagan’s 1983 Radio Address to the Nation on Education. You can find a copy at http://bit.ly/ReaganDayMS1. Ask students to write down questions, reactions, and important quotations as they listen to the address. Discuss their observations as a class.

Next, tell students that one of the great things about living in our country is that we have an opportunity to communicate directly with our elected officials. Next they will watch a video that explains how communication gets from a citizen to the desk of the President of the United States. Go to the White House’s YouTube Channel and show the “White House Letters to the President.” Or you can go directly to this link: http://bit.ly/ReaganDayMS2.

Allow students to respond in their journal to the video. What did they notice? What did they learn about ways to contact the president? Have students share their response with an elbow partner, and then share a few responses as a class. A few key points to discuss:

o How do letters get to the president? o Which types of issues is the president looking for? o What form does the communication take? Sharing of a story? Complaining?

Angry threats? IV. Primary Source Exploration

Explain that the president is a representative of the American people, but that in order to be heard people must communicate their thoughts and ideas through the right channels. Complaining about a problem is not useful without a proposed solution. Tell students that today they are going to be analyzing an exchange of letters between President Ronald Reagan and several students who wrote to him during his term in office.

Distribute copies of Andy Smith’s Letter to President Reagan and his response. Also, distribute Student Handout A. This is a document developed by the National Archives that will help students analyze the primary sources used in this lesson.

After students have analyzed the exchange between President Reagan and Andy Smith, discuss both the letter and President Reagan’s response. How does President Reagan use humor to connect with Andy? How does President Reagan use the letter to promote his policies? Do you think he has effectively responded to Andy and addressed his concern?

After analysis and discussion, students will compose their own letter to the president.

One way to help students generate ideas for their letter is to visit the website “Letters to the Next President” (www.letters2president.org) and show the video “About this Project.”

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effectively. Ronald Reagan was known as The Great Communicator. His skills as both a speaker and a writer led to successful careers in radio, film, television, and politics.

First, tell students that politicians and people in the government are often very concerned with the education of our nation’s children. Have them listen to Ronald Reagan’s 1983 Radio Address to the Nation on Education. You can find a copy at http://bit.ly/ReaganDayMS1. Ask students to write down questions, reactions, and important quotations as they listen to the address. Discuss their observations as a class.

Next, tell students that one of the great things about living in our country is that we have an opportunity to communicate directly with our elected officials. Next they will watch a video that explains how communication gets from a citizen to the desk of the President of the United States. Go to the White House’s YouTube Channel and show the “White House Letters to the President.” Or you can go directly to this link: http://bit.ly/ReaganDayMS2.

Allow students to respond in their journal to the video. What did they notice? What did they learn about ways to contact the president? Have students share their response with an elbow partner, and then share a few responses as a class. A few key points to discuss:

o How do letters get to the president? o Which types of issues is the president looking for? o What form does the communication take? Sharing of a story? Complaining?

Angry threats? IV. Primary Source Exploration

Explain that the president is a representative of the American people, but that in order to be heard people must communicate their thoughts and ideas through the right channels. Complaining about a problem is not useful without a proposed solution. Tell students that today they are going to be analyzing an exchange of letters between President Ronald Reagan and several students who wrote to him during his term in office.

Distribute copies of Andy Smith’s Letter to President Reagan and his response. Also, distribute Student Handout A. This is a document developed by the National Archives that will help students analyze the primary sources used in this lesson.

After students have analyzed the exchange between President Reagan and Andy Smith, discuss both the letter and President Reagan’s response. How does President Reagan use humor to connect with Andy? How does President Reagan use the letter to promote his policies? Do you think he has effectively responded to Andy and addressed his concern?

After analysis and discussion, students will compose their own letter to the president.

One way to help students generate ideas for their letter is to visit the website “Letters to the Next President” (www.letters2president.org) and show the video “About this Project.”

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Have students choose an issue of interest to them and read at least three sample letters regarding that issue.

Next, distribute Student Handout B and Student Handout C. Student Handout B is a graphic organizer designed to help students organize their thoughts for the correspondence. Student Handout C is an example that shows the format for the letter.

Students should write a rough draft by hand regardless of the mode of contact they ultimately decide to use. Research shows that writing by hand stimulates the brain’s creative powers in ways that aren’t replicated when typing on a computer. (http://www.productivity501.com/using-different-parts-of-your-brain/88/)

After students have completed a rough draft, have them work with a partner or small group to review the various parts of the letter. You might want to model for them the process of writing this letter. Don’t necessarily show them just the finished product, but narrate the decisions you make while writing to help them understand the habits of an effective writer.

Distribute Student Handout D, which examines the many ways that students can share their message with the president. Read through as a class and ask students to decide which method of communication best fits with their message and their skills as a communicator.

Have students visit http://www.whitehouse.gov/contact. V. Exit Slip

Students can turn in the rough draft of their correspondence as an exit slip. A quick review will give you an idea of how well they understood the activity.

VI. Extension With technology changing faster than government bureaucracy can manage,

compare the current White House’s policy with http://clinton5.nara.gov/WH/kids/inside/html/spring00-6.html. Have students imagine how they will communicate with their President a decade from now.

Review the other letter exchanges between President Reagan and students of all ages included as supplemental materials to this lesson.

Ronald Reagan Day: Middle School Lesson Handout A

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Name: _______________________________________________ Date: _______________________________

EXAMINING A LETTER TO THE PRESIDENT Directions: One of the jobs of a historian is to play the role of detective. Like a detective, you must examine evidence and come to a conclusion about what it means. In this case, you will examine a letter from a student to President Ronald Reagan. The chart below was developed by the National Archives and is used to examine primary sources. Fill in the chart as you read through the letter with your teacher. 1) Type of Document

___Newspaper ___Map ___Advertisement ___Patent ___Telegram ___Congressional Record ___Memorandum ___Press Release ___Census Report ___Letter ___Report ___Other

2) Unique Physical Characteristics of Document (Check one or more) ___Interesting Letterhead ___Notations ___Handwritten ___“Received” Stamp ___Typed ___Other ___Seals

3) Date(s) of document

4) Author or creator of document

5) Position (title) of author or creator

6) For what audience was the document created?

7) Document information (There are many possible ways to answer the following questions. Use your skills as a

historian/ detective and write the best possible response based on the evidence in the primary source.) a. List 3 things the author said that you think are important. You can summarize or quote directly. b. Why was the document written? Use a quotation from the document to help support your answer. c. What does the document tell you about life in the United States at the time it was written? Why? d. Write a question to the author that is not answered in the document:

KEY TERMS 1. National Archives: The National Archives and Records Administration (NARA) is the nation’s record keeper. The preserve valuable records from the United States Federal government. These records belong to the people of the United States, and NARA preserves and provides access to these documents. 2. Primary Source: A firsthand account of an event. Primary sources can be letters, diaries, documents, videos, recordings or other sources.

Ronald Reagan Day: Middle School Lesson Handout B

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Name: _______________________________________________ Date: _______________________________

CONNECTING WITH THE PRESIDENT Directions: One of the great things about the United States is that our government, in the words of Abraham Lincoln, is “of the people, by the people, for the people.” That means you have a say in what happens in our country, and that you can share your ideas with your parents, your community, and even the President of the United States. Use the graphic organizer below to help you write a letter to the President about an issue that is important to you.

Paragraph 1: Introduction and Statement of Purpose My name is________________________________________________________________________________________________ About me (Explain information about your grade, your school, any relevant activities or groups

you might participate in)________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________________________________________________________________________________

I am writing because I am concerned about____________________________________________________________ __________________________________________________________________________________________________________________________________________________________________________________________________________________________

Paragraph 2: Explanation of Your Issue

One reason I am concerned about this issue is_________________________________________________________ _____________________________________________________________________________________________________________

Another reason I am concerned about this issue is____________________________________________________ _____________________________________________________________________________________________________________

This issue is important because_________________________________________________________________________ __________________________________________________________________________________________________________________________________________________________________________________________________________________________

Paragraph 3: Your Proactive Suggestion

The action(s) I’d like you to take to solve this issue is/are____________________________________________ __________________________________________________________________________________________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________ _____________________________________________________________________________________________________________

_____________________________________________________________________________________________________________ _____________________________________________________________________________________________________________ _____________________________________________________________________________________________________________

Ronald Reagan Day: Middle School Lesson Handout C

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Name: _______________________________________________ Date: _______________________________

LETTER TO THE PRESIDENT: FORMATTING

1234 Civics Drive Beverly Hills, CA 90210 July 4, 2011 President of the United States 1600 Pennsylvania Avenue Washington, DC 20500 Dear Mr./Mrs. President: In the introductory paragraph, you want to be sure to introduce yourself and explain the reason you are writing in the first place. Be sure to include your name, your grade, and your school when you introduce yourself. You might also want to include an interesting fact or two that relates to your letter. For example, if you a part of student government, or if you are involved with a service organization, you can include that information here. When you introduce your reason for writing, you should state your reason as clearly and simply as you can. There will be plenty of room to explain yourself in the next paragraph.

In this paragraph you will provide more information about your issue. You should try to give at least two specific reasons that explain why this issue is a concern to you. You should talk about how this issue affects you or those around you. Use the most compelling examples to help convince your reader of the importance of this issue.

In your final paragraph, you should suggest a solution to your concern. Nothing positive comes from complaining about an issue without any ideas about ways to solve the problem. In this section of your letter, you will present an idea for how to address your concern. Be sure to think carefully about this, and to write about it as clearly as you can. Sincerely, A Concerned Student

Heading Your address and the date you wrote the letter.

Address Name and address of person to whom you are writing.

Salutation A formal greeting that opens your letter.

Body The text of your letter.

Closing and Signature A polite and respectful closing followed by your

signature and typed name.

Ronald Reagan Day: Middle School Lesson Handout D

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Name: _______________________________________________ Date: _______________________________

HOW DO I CONNECT WITH THE PRESIDENT? Directions: In the 21st Century, there are more ways than ever before to communicate with elected officials. The proliferation of the internet and social media means that you can share your ideas with the president through writing, e-mail, Facebook, Twitter, and YouTube, just to name a few. In fact, if you visit the contact page on the White House website, there are more than 10 different ways to connect with the president. Visit http://www.whitehouse.gov/contact and discuss with your teacher the best way for you to share your message to the president. Then check the appropriate box and read the reminders for your chosen method.

Method 1: WRITING

Options 1. Letter 2. E-mail

If you are a strong writer, and can clearly convey your ideas using words, you should write to the president. Once you have written your letter, you can either put it in an envelope and mail it to the president, or use your computer to e-mail the president. If you choose to write, remember:

• Proof read and revise your writing before sending. • Make sure the quality of your writing and your thoughts are worthy of the president.

Method 2: VIDEO Options 1. YouTube 2. Vimeo

If you are a strong speaker, have a flair for the dramatic, and have access to a video camera, you should create a video for the president. Once you have written a script, you can work with a team to film, edit, and add any titles or soundtrack you need to enhance your video. You can use your computer to upload your message to the president. If you choose to make a video, remember to:

• Carefully edit your video to ensure it is of the best possible quality. • Practice what you will say and the way you will say it before turning on the camera.

Method 3: OTHER

Options 1. Facebook, Google+, MySpace, etc… 2. Twitter or other blog 3. Flickr or other photo sharing site.

If you enjoy sharing images, ideas, and links through sites like Facebook, Twitter, or Flickr, you should consider using social media to share your message with the president. Depending on your chosen medium, you can comment, send a brief message, or share a photo related to your issue. If you choose social media, remember:

• Whenever you post something online, anyone in the world can see it. Be sure it accurately represents both you and your ideas in a positive way.

This is the best method for me. I’m going to write the president.

This is the best method for me. I’m going to make a video for the president.

This is the best method for me. I’m going to use social media to connect with the president.

Courtesy Ronald Reagan Presidential Library

Courtesy Ronald Reagan Presidential Library

Courtesy Ronald Reagan Presidential Library

Courtesy Ronald Reagan Presidential Library

Courtesy Ronald Reagan Presidential Library

Courtesy Ronald Reagan Presidential Library

Courtesy Ronald Reagan Presidential Library

Courtesy Ronald Reagan Presidential Library

Courtesy Ronald Reagan Presidential Library

Courtesy Ronald Reagan Presidential Library

SENATE BILL No. 944

Introduced by Senators Runner and Strickland(Principal coauthor: Assembly Member Audra Strickland)

February 3, 2010

An act to amend Section 37222 of the Education Code, and to addSection 6722 to the Government Code, relating to Ronald Reagan Day.

legislative counsel’s digest

SB 944, as introduced, Runner. Ronald Reagan Day.Existing law designates specified days as having special significance,

and specifies how the days of special significance should be observedin public elementary and secondary schools and educational institutions.

This bil would express findings and declarations of the Legislaturerelating to Ronald Reagan.

This bill would designate February 6 of each year as Ronald ReaganDay, and would encourage public schools and educational institutionsto engage in exercises remembering the life of Ronald Reagan, asspecified.

Existing law requires the Governor to proclaim various days in honorof a person, status, or an event.

This bill would require the Governor to annually proclaim February6 as Ronald Reagan Day.

Vote: majority. Appropriation: no. Fiscal committee: no.

State-mandated local program: no.

The people of the State of California do enact as follows:

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SECTION 1. The Legislature finds and declares all of thefollowing:

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(a) Ronald Wilson Reagan was a man of humble backgroundwho worked throughout his life serving freedom and advancingthe public good, having been employed as an entertainer, unionleader, corporate spokesman, Governor of California, and Presidentof the United States.

(b) Ronald Reagan served with honor and distinction for twoterms as the 40th President of the United States of America; thesecond of which he earned the confidence of three-fifths of theelectorate and was victorious in 49 of the 50 states in the generalelection—a record unsurpassed in the history of Americanpresidential elections.

(c) In 1981, when Ronald Reagan was inaugurated President,he inherited a disillusioned nation shackled by rampant inflationand high unemployment.

(d) Ronald Reagan’s commitment to the nation’s children helpedlower crime and drug use in our neighborhoods.

(e) Ronald Reagan’s commitment to our Armed Forcescontributed to the restoration of pride in America, her values, andthose cherished by the free world, and prepared America’s ArmedForces to meet 21st Century challenges.

(f) Ronald Reagan’s vision of “peace through strength” led tothe end of the Cold War.

(g) Members of the Legislature take great pride in honoringRonald Reagan for his many contributions to our country and incelebrating his life.

SEC. 2. Section 37222 of the Education Code is amended toread:

37222. (a) The following days in each year are designated andset apart as days having special significance:

(1) The second Wednesday in May as the Day of the Teacher.(2) April 21 of each year as John Muir Day.(3) April 6 of each year as California Poppy Day.(4) May 22 of each year as Harvey Milk Day.(5) February 6 of each year as Ronald Reagan Day.(b) On each of the days designated in subdivision (a), all public

schools and educational institutions are encouraged to observethose days and to conduct suitable commemorative exercises asfollows:

(1) On the Day of the Teacher, exercises commemorating anddirecting attention to teachers and the teaching profession.

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(2) On John Muir Day, exercises stressing the importance thatan ecologically sound natural environment plays in the quality oflife for all of us, and emphasizing John Muir’s significantcontributions to the fostering of that awareness and the indeliblemark he left on the State of California.

(3) On California Poppy Day, exercises honoring the CaliforniaPoppy, including instruction about native plants, particularly theCalifornia Poppy, and the economic and aesthetic value ofwildflowers; promoting responsible behavior toward our naturalresources and a spirit of protection toward them; and emphasizingthe value of natural resources and conservation of natural resources.

(4) On Harvey Milk Day, exercises remembering the life ofHarvey Milk, recognizing his accomplishments, and familiarizingpupils with the contributions he made to this state.

(5) On Ronald Reagan Day, exercises remembering the life ofRonald Reagan, recognizing his accomplishments, andfamiliarizing pupils with the contributions he made to this state.

(c) It is the intent of the Legislature that the exercisesencouraged in this section be integrated into the regular schoolprogram, and be conducted by the school or institution within theamount otherwise budgeted for educational programs.

SEC. 3. Section 6722 is added to the Government Code, toread:

6722. The Governor shall annually proclaim February 6 asRonald Reagan Day.

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