Procedures

• SET-UP:

  This lesson offers several options for you to use with your students whether you are teaching in class, using a hybrid model, or engaging through distance learning. It can be completed in steps as a class or students can move at their own pace and complete the activities independently.

  You can post links to the videos in the lesson along with the related handouts and engage in discussion to share responses on a discussion board or learning management system.

  You can also save and share the following Google resources for students to use with this lesson.

  Vocabulary Chart: First 100 Days (Google Doc)

  Handout with Questions: First 100 Days (Google Doc)

  In Google, choose "File" then "Make a Copy" to get your own copy. You can make any needed adjustments in the instructions such as which activities students need to complete, when it is due, etc. and then make it available to them via Google.

• INTRODUCTION:

  Ask students to respond to the following question. If done in class, students can line up on a continuum line with the words VERY IMPORTANT on one end and NOT IMPORTANT on the other. If using this lesson virtually, students can reply in a chat feature (yes, no, maybe) or with a thumbs-up, down or sideways.

  Is a successful first 100 days necessary for an effective presidential administration?

  Ask several students to volunteer to explain their positions.

• EXPLORATION:

  Have students view the following video clips and respond to the accompanying questions. They can watch each video independently or view a video with a partner, take notes on the handout and prepare responses to the questions to share them in class discussion.

  Video Clip 1: First 100 Days: Background (1:11)

  Author Elaine C. Kamarck discusses the origin of the "First 100 Days" in the U.S. during FDR's first term as president.

  • Why is a president’s first 100 days important?

• Video Clip 2: First 100 Days: Congressional Majority (1:14)

  Author Elaine Kamarck explains the significance of having a majority in Congress during a president's first 100 days.

  • What factors contribute to a successful first 100 days for a president?

• Video Clip 3: First 100 Days: Summer Curse (1:36)

  Author Elaine Kamarck explains the meaning of the "summer curse" as it relates to president's term. She discusses JFK's Bay of Pigs Invasion as an example.

  • What is the summer curse?

  • Explain the significance of how the Bay of Pigs Invasion impacted JFK's presidency.

• Video Clip 4: Passing Legislation After the First 100 Days (1:30)

  Author Elaine Kamarck talks about passing legislation following the First 100 Days benchmark.

  • What types of challenges do presidents often face during the first year of their administration?

• APPLICATION:

  As a class, discuss students' responses to the exploration questions. Then ask them to respond to one of the following questions:

  • Which issues would you address in your first 100 days if you were president? Prepare a speech to discuss your ideas and plans on how to achieve your goals.

  • What advice would you give a new president as they plan their first 100 days?

• WRAP-UP/EXIT SLIP:

  Ask students to consider the information from the videos, their notes and class discussion and respond to the question from the beginning of this lesson.

  Is a successful first 100 days necessary for an effective presidential administration?

  Ask several students to volunteer to explain their positions and discuss if they changed their opinion.