Using Google Slides in the Classroom: A Call for Impeachment

On a cool October Tuesday, I come into the classroom with eagerness, knowing today will be the beginning of an exciting project. The students, however, can sense an oncoming project from the look on my face, and they quickly become either antsy or irritated. Once everyone has settled into their seats, chatting loudly with the students next to them, I call everyone to attention.

“Now, we’ve been talking about impeachment trials for a week or so now, and today is going to be your first project… but not your last,” I say, writing out a quick title on the board. Some students groan, but most wait for the details, silently hoping that it’ll be an easy project.

“For this project,” I tell them, continuing to write on the board, “you’ll be giving a presentation as a congress member to other congress members,” I pause from writing on the board. The top of the board reads SLIDESHOW: CALL FOR IMPEACHMENT OR DEFEND THE PRESIDENT? Below, a list of requirements for their slideshow.

“Now, you’ll be making a slideshow using google slides in order to give a presentation on whether a president of your choice— real or made up— who is or was being considered for impeachment should or shouldn’t be impeached. You’ll need to make sure you have the “current” accusations, an explanation of the laws broken/not broken including the exact language of the law, a timeline of events, an explanation of any misunderstandings/misinformation, and an explanation as to why it is important that this president should or shouldn’t be impeached.” I pause, looking up from writing these instructions on the board to see if anyone has any questions, I repeat instructions to some, clarify a few things to other students. I continue to write.

“Now, you’ll need to have at least one slide per requirement, at least one diagram, either 3 photos or 1 short video and 1 photo, and it must be well articulated. This can either be written in full on your slides, or you can have bullet points as long as you are articulating your point well through speech. Any other questions?”

After answering a few simple questions, I clap my hands together. “This is due on Friday, so lets get to work!”

On Friday, students are either nervous or excitedly chattering about presenting. A few students seem apathetic to the whole thing. I sit and wait for the bell to ring, signaling the start of class. Once the dull ting-tinging ends, I address the class.

“All right, so last class we determined what order we’d be going in today. Gina, are you ready?”

Gina nervously approaches the class, working with me to get the slideshow up on the projector. Once it lights up, we see a picture of Nixon. “A CALL FOR IMPEACHMENT”, her slide reads. She lights up as she begins her presentation, addressing the rest of the class as “fellow congress members”, as she begins her passionate presentation on why Nixon should be impeached. She includes a timeline diagram, as well as a flowchart, and even uses a few transitions between slides. After her presentation is over, the class claps, and she turns beet red as her passion for the subject sets aside and her nervousness returns. She sheepishly returns to her seat, smiling to herself.


After 5 more presentations on Nixon, 4 on Bill Clinton, 2 on President Trump, and 2 for various imaginary presidents, the class ends before we can finish the rest of our presentations. As the students chatter about the various presentations as they switch classes, I set up shop for my next class: World History.