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.

. 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

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.”

effectively. Ronald Reagan was known as The Great Communicator. His skills as both Have students choose an issue of interest to them and read at least three sample a speaker and a writer led to successful careers in radio, film, television, and politics. letters regarding that issue. First, tell students that politicians and people in the government are often very Next, distribute Student Handout B and Student Handout C. Student Handout B is concerned with the education of our nation’s children. Have them listen to Ronald a graphic organizer designed to help students organize their thoughts for the Reagan’s 1983 Radio Address to the Nation on Education. You can find a copy at correspondence. Student Handout C is an example that shows the format for the 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 letter. class. Students should write a rough draft by hand regardless of the mode of contact they Next, tell students that one of the great things about living in our country is that we ultimately decide to use. Research shows that writing by hand stimulates the brain’s have an opportunity to communicate directly with our elected officials. Next they creative powers in ways that aren’t replicated when typing on a computer. will watch a video that explains how communication gets from a citizen to the desk (http://www.productivity501.com/using-different-parts-of-your-brain/88/) of the President of the United States. Go to the White House’s YouTube Channel and After students have completed a rough draft, have them work with a partner or show the “White House Letters to the President.” Or you can go directly to this link: small group to review the various parts of the letter. You might want to model for http://bit.ly/ReaganDayMS2. them the process of writing this letter. Don’t necessarily show them just the finished 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 product, but narrate the decisions you make while writing to help them understand response with an elbow partner, and then share a few responses as a class. A few the habits of an effective writer. key points to discuss: Distribute Student Handout D, which examines the many ways that students can o How do letters get to the president? share their message with the president. Read through as a class and ask students to o Which types of issues is the president looking for? decide which method of communication best fits with their message and their skills What form does the communication take? Sharing of a story? Complaining? o as a communicator. Angry threats? Have students visit http://www.whitehouse.gov/contact IV. Primary Source Exploration . V. Exit Slip 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 Students can turn in the rough draft of their correspondence as an exit slip. A quick right channels. Complaining about a problem is not useful without a proposed review will give you an idea of how well they understood the activity. solution. Tell students that today they are going to be analyzing an exchange of VI. Extension letters between President Ronald Reagan and several students who wrote to him With technology changing faster than government bureaucracy can manage, during his term in office. compare the current White House’s policy with http://clinton5.nara.gov/WH/kids/inside/html/spring00-6.html. Have students Distribute copies of Andy Smith’s Letter to President Reagan and his response. Also, imagine how they will communicate with their President a decade from now. distribute Student Handout A. This is a document developed by the National Review the other letter exchanges between President Reagan and students of all Archives that will help students analyze the primary sources used in this lesson. ages included as supplemental materials to 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.”

3 4 Ronald Reagan Day: Middle School Lesson Handout A

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 KEY TERMS ___Newspaper ___Map ___Advertisement 1. National Archives: The ___Patent ___Telegram ___Congressional Record National Archives and Records ___Memorandum ___Press Release ___Census Report Administration (NARA) is the ___Letter ___Report ___Other preserve valuable records from thenation’s United record States keeper. Federal The 2) Unique Physical Characteristics of Document (Check one or more) government. These records ___Interesting Letterhead ___Notations belong to the people of the ___Handwritten United States, and NARA ___Typed ___Other preserves and provides access ___Seals ___“Received” Stamp to these documents. 3) Date(s) of document 2. Primary Source: A firsthand 4) Author or creator of document account of an event. Primary sources can be letters, diaries, documents, videos, recordings 5) Position (title) of author or creator or other sources.

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:

1 Ronald Reagan Day: Middle School Lesson Handout B

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 ______

1 Ronald Reagan Day: Middle School Lesson Handout C

Name: ______Date: ______LETTER TO THE PRESIDENT: FORMATTING

1234 Civics Drive Heading Beverly Hills, CA 90210 Your address and the date you wrote the letter. July 4, 2011

President of the United States Address 1600 Pennsylvania Avenue Name and address of person to whom you are writing. Washington, DC 20500

Dear Mr./Mrs. President: Salutation A formal greeting that opens your letter. 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. Body Sincerely, The text of your letter.

A Concerned Student Closing and Signature A polite and respectful closing followed by your signature and typed name.

1 Ronald Reagan Day Handout D

: Name: ______Middle School Lesson______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 This is the best method 2. E-mail for me. I’m going to write

If you are a strong writer, and can clearly convey your ideas usingthe words, president. 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. Method• 2:Make VIDEO sure the quality of your writing and your thoughts are worthy of the president.

Options 1. YouTube 2. Vimeo This is the best method for me. I’m going to make If you are a strong speaker, have a flair for the dramatic, and havea videoaccess for to athe video president. 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. Method• Practice 3: OTHER what you will say and the way you will say it before turning on the camera.

Options 1. Facebook, Google+, MySpace, etc… This is the best method 2. Twitter or other blog for me. I’m going to use 3. Flickr or other photo sharing site. social media to connect

with the president. 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. 1 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 add Section 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 observed in public elementary and secondary schools and educational institutions. This bil would express findings and declarations of the Legislature relating to Ronald Reagan. This bill would designate February 6 of each year as Ronald Reagan Day, and would encourage public schools and educational institutions to engage in exercises remembering the life of Ronald Reagan, as specified. Existing law requires the Governor to proclaim various days in honor of a person, status, or an event. This bill would require the Governor to annually proclaim February 6 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:

1 SECTION 1. The Legislature finds and declares all of the 2 following:

99 SB 944 — 2 —

1 (a) Ronald Wilson Reagan was a man of humble background 2 who worked throughout his life serving freedom and advancing 3 the public good, having been employed as an entertainer, union 4 leader, corporate spokesman, Governor of California, and President 5 of the United States. 6 (b) Ronald Reagan served with honor and distinction for two 7 terms as the 40th President of the United States of America; the 8 second of which he earned the confidence of three-fifths of the 9 electorate and was victorious in 49 of the 50 states in the general 10 election—a record unsurpassed in the history of American 11 presidential elections. 12 (c) In 1981, when Ronald Reagan was inaugurated President, 13 he inherited a disillusioned nation shackled by rampant inflation 14 and high unemployment. 15 (d) Ronald Reagan’s commitment to the nation’s children helped 16 lower crime and drug use in our neighborhoods. 17 (e) Ronald Reagan’s commitment to our Armed Forces 18 contributed to the restoration of pride in America, her values, and 19 those cherished by the free world, and prepared America’s Armed 20 Forces to meet 21st Century challenges. 21 (f) Ronald Reagan’s vision of “peace through strength” led to 22 the end of the Cold War. 23 (g) Members of the Legislature take great pride in honoring 24 Ronald Reagan for his many contributions to our country and in 25 celebrating his life. 26 SEC. 2. Section 37222 of the Education Code is amended to 27 read: 28 37222. (a) The following days in each year are designated and 29 set apart as days having special significance: 30 (1) The second Wednesday in May as the Day of the Teacher. 31 (2) April 21 of each year as John Muir Day. 32 (3) April 6 of each year as California Poppy Day. 33 (4) May 22 of each year as Harvey Milk Day. 34 (5) February 6 of each year as Ronald Reagan Day. 35 (b) On each of the days designated in subdivision (a), all public 36 schools and educational institutions are encouraged to observe 37 those days and to conduct suitable commemorative exercises as 38 follows: 39 (1) On the Day of the Teacher, exercises commemorating and 40 directing attention to teachers and the teaching profession.

99 — 3 — SB 944

1 (2) On John Muir Day, exercises stressing the importance that 2 an ecologically sound natural environment plays in the quality of 3 life for all of us, and emphasizing John Muir’s significant 4 contributions to the fostering of that awareness and the indelible 5 mark he left on the State of California. 6 (3) On California Poppy Day, exercises honoring the California 7 Poppy, including instruction about native plants, particularly the 8 California Poppy, and the economic and aesthetic value of 9 wildflowers; promoting responsible behavior toward our natural 10 resources and a spirit of protection toward them; and emphasizing 11 the value of natural resources and conservation of natural resources. 12 (4) On Harvey Milk Day, exercises remembering the life of 13 Harvey Milk, recognizing his accomplishments, and familiarizing 14 pupils with the contributions he made to this state. 15 (5) On Ronald Reagan Day, exercises remembering the life of 16 Ronald Reagan, recognizing his accomplishments, and 17 familiarizing pupils with the contributions he made to this state. 18 (c) It is the intent of the Legislature that the exercises 19 encouraged in this section be integrated into the regular school 20 program, and be conducted by the school or institution within the 21 amount otherwise budgeted for educational programs. 22 SEC. 3. Section 6722 is added to the Government Code, to 23 read: 24 6722. The Governor shall annually proclaim February 6 as 25 Ronald Reagan Day.