Day 1: Unit 5 - Political Parties and Elections Political Parties
- Goal Statement: Students will be able to analyze America’s two-party system in terms of the political and economic views that led to its emergence and the role that political parties play in American politics
- Essential Question - What is America's two-party system? What makes up a political party? What are the beliefs of the political parties in America?
- NCSCOS
- Analyze America’s two-party system in terms of the political and economic views that led to its emergence and the role that political parties play in American politics (CE.C&G.2.8)
- Explain ways laws have been influenced by political parties, constituents, interest groups, lobbyists, the media and public opinion (CE.C&G.3.6)
- Analyze the election process at the national, state and local levels in terms of the checks and balances provided by qualifications and procedures for voting (CE.C&G.5.1)
- Lesson - Students will be lead through direct instruction on the information related to the Political Parties in the United States system.
- Slideshow for direct instruction - Political Parties Notes
- Student work - As the class is covering the information or after the class has covered the information, students should use the Political Parties Student (Links to an external site.)notes to continue to build their notebook.
- This can either be printed or digital
- Homework/Asynchronous
- Students should review the information covered in the lesson to make sure that they have complete understanding of the topic as it is an important building block for the rest of the unit. Watch the Party Systems video below.
political_parties.ppt | |
File Size: | 2331 kb |
File Type: | ppt |
|
|
|
Day 2: Political Parties II.
- Goal Statement: After this lesson, you will be able to analyze America’s two-party system in terms of the political and economic views that led to its emergence and the role that political parties play in American politics.
- Essential Question - What are your thoughts/beliefs on the issues? Which candidate would you support in the upcoming election? Which political party do your beliefs align with most closely?
- NCSCOS
- Analyze America’s two-party system in terms of the political and economic views that led to its emergence and the role that political parties play in American politics (CE.C&G.2.8)
- Explain ways laws have been influenced by political parties, constituents, interest groups, lobbyists, the media and public opinion (CE.C&G.3.6)
- Analyze the election process at the national, state and local levels in terms of the checks and balances provided by qualifications and procedures for voting (CE.C&G.5.1)
- Lesson - Students will participate in an online survey to determine which political party their beliefs align with most closely. The class will take the survey online together through zoom in order to be able to ask questions about the issues.
- Resource for instruction - https://www.isidewith.com (Links to an external site.)
- Student work - As a class, we will be introduced to the isidewith 2020 Presidential Election survey/quiz. Each student will take the quiz while still in our class zoom. The students will be able to ask questions to clarify any of the questions that will be asked of them.
- Homework/Asynchronous
- Presidential Election Quiz Results Assignment
political_spectrum.pdf | |
File Size: | 176 kb |
File Type: |
Day 3: Electoral Process
- Goal Statement: Students will be able to analyze the election process at the national, state, and local levels in terms of the checks and balances provided by qualifications and procedures for voting.
- Essential Questions - How are elections organized? What role to political parties in electing candidates? What are the different types of ballots and elections?
- NCSCOS
- Analyze America’s two-party system in terms of the political and economic views that led to its emergence and the role that political parties play in American politics (CE.C&G.2.8)
- Explain ways laws have been influenced by political parties, constituents, interest groups, lobbyists, the media and public opinion (CE.C&G.3.6)
- Analyze the election process at the national, state and local levels in terms of the checks and balances provided by qualifications and procedures for voting (CE.C&G.5.1)
- Lesson - Students will be lead through direct instructions on the information related to the Election Process and Political Parties.
- Slideshow for direct instruction - Election Process and Political Parties
- Student work - As the class is covering the information or after the class has covered the information, students should use the Election Process and Political Parties Student (Links to an external site.) notes to continue to build their notebook.
- This can either be printed or digital
- Homework/Asynchronous
- Student will review their notes from the lesson and finish work on their Presidential Election Quiz Results assignment.
election_process_and_political_parties.ppt | |
File Size: | 2013 kb |
File Type: | ppt |
|
|
Day 4: The Election and Current Events.
- Goal Statement: Students will be able to analyze the election process at the national, state, and local levels in terms of the checks and balances provided by qualifications and procedures for voting.
- Essential Questions - How do elections work? Can we find current event articles that relate to what we have discussed so far in our unit?
- NCSCOS
- Analyze America’s two-party system in terms of the political and economic views that led to its emergence and the role that political parties play in American politics (CE.C&G.2.8)
- Explain ways laws have been influenced by political parties, constituents, interest groups, lobbyists, the media and public opinion (CE.C&G.3.6)
- Analyze the election process at the national, state and local levels in terms of the checks and balances provided by qualifications and procedures for voting (CE.C&G.5.1)
- Lesson - Students will be lead through direct instruction and complete the information related to the Election Process and Political Parties. Student will also search trusted sources to share articles related to the information we have covered in this Unit. Students will also review the election and voting vocabulary provided by Kids Voting
- Slideshow for direct instruction - Election Process and Political Parties (see Lesson #3)
- Resource - Elections and Voting Vocabulary (Links to an external site.)
- Student work - As a class, we will complete the Election Process and Political Parties notes. The student version of the notes can be found in Lesson #3. Additionally, as part of a discussion, students will be given 5-10 minutes to find an article related to our unit of study and share the information with the class (including - summary of the article, how it relates to the unit of study). Lastly, students will review the Elections and Voting Vocabulary in order to build a knowledge base of the terminology used during this unit.
- Homework/Asynchronous
- Students will work to update their notebooks (either digital or printed) with the completed Election Process and Political Parties notes.
- Australian Ballot assignment & discussion
|
|
Day 5: Electing the President.
- Goal Statement: Students will analyze the way in which the United States elects a President and begin to develop an understanding of the electoral college.
- Essential Questions - What makes a good Presidential candidate? How does the United States elect a President?
- NCSCOS
- Analyze America’s two-party system in terms of the political and economic views that led to its emergence and the role that political parties play in American politics (CE.C&G.2.8)
- Explain ways laws have been influenced by political parties, constituents, interest groups, lobbyists, the media and public opinion (CE.C&G.3.6)
- Analyze the election process at the national, state and local levels in terms of the checks and balances provided by qualifications and procedures for voting (CE.C&G.5.1)
- Lesson - Students will be lead through direct instruction on the information related to Electing the President
- Slideshow for direct instruction - Electing the President
- Resource - 2020 Electoral College Map (Links to an external site.)
- Student work - As the class is covering the information or after the class has covered the information, students should use the Electing the President Student notes to continue to build their notebook.
- This can either be printed or digital
- Homework/Asynchronous
- Electoral College Assignment
electing_the_president_of_the_united_states.pptx | |
File Size: | 1028 kb |
File Type: | pptx |
_electoral_college_argumentative_writing_assignment.pptx | |
File Size: | 372 kb |
File Type: | pptx |
Day 6: Electoral College Formal Assignment.
- Goal Statement: Students will use their knowledge gained through our study of this unit to produce a letter to the editor arguing their position either for or against the Electoral College.
- Essential Question - Do you think the Electoral College is the correct or best way to elect our President? Why or Why not?
- NCSCOS
- Analyze America’s two-party system in terms of the political and economic views that led to its emergence and the role that political parties play in American politics (CE.C&G.2.8)
- Explain ways laws have been influenced by political parties, constituents, interest groups, lobbyists, the media and public opinion (CE.C&G.3.6)
- Analyze the election process at the national, state and local levels in terms of the checks and balances provided by qualifications and procedures for voting (CE.C&G.5.1)
- Lesson - Students will be lead through direct instruction and discussion on the information related to their formal assessment for Unit #5.
- Slideshow for Formal Assessment - Electoral College Argumentative Writing Assignment Presentation
- Student work - As a class, we will review the slideshow related to the Formal Writing Assignment for Unit #5. Students will be responsible for submitting a letter to the editor stating their opinion on the Electoral College as a way to elect the President and provide support for their opinion.
- Homework/Asynchronous
- Electoral College Argumentative Writing Assignment
|
|
|
|
|
|
|
|
|
Day 7: Propaganda
- Goal Statement: Students will be able to explain ways laws have been influenced by political parties, constituents, interest groups, lobbyists, the media, and public opinion.
- Essential Questions - What is propaganda? How is it used? Why is it used?
- NCSCOS
- Analyze America’s two-party system in terms of the political and economic views that led to its emergence and the role that political parties play in American politics (CE.C&G.2.8)
- Explain ways laws have been influenced by political parties, constituents, interest groups, lobbyists, the media and public opinion (CE.C&G.3.6)
- Analyze the election process at the national, state and local levels in terms of the checks and balances provided by qualifications and procedures for voting (CE.C&G.5.1)
- Lesson - Students will be through direct instruction on the information related to Public Opinion and Propaganda
- Slideshow for direct instruction - Public Opinion, Interest Groups and Propaganda
- Student work - As the class is covering the information or after the class has covered the information, students should use the Public Opinion, Interest Groups and Propaganda Student (Links to an external site.)notes to continue to build their notebook
- This can either be printed or digital
- Homework/Asynchronous
- Propaganda Assignment
- Continue to work on your Electoral College Writing Assignment that is due Nov. 4th
- The Assessment for this Unit is the Electoral College Argumentative Writing Assignment.
- The Due date for the writing assignment is November 4th.
public_opinion_interest_groups_and_propaganda.ppt | |
File Size: | 1601 kb |
File Type: | ppt |
|
|
|
|
|
|
- DAY 8: Election Project
- Goal Statement: Students will use the information gained throughout the study of our unit to design and develop a campaign for a candidate.
- Essential Questions - How do you get elected? What does it take to win an election? How much money does it take to win an election?
- NCSCOS
- Analyze America’s two-party system in terms of the political and economic views that led to its emergence and the role that political parties play in American politics (CE.C&G.2.8)
- Explain ways laws have been influenced by political parties, constituents, interest groups, lobbyists, the media and public opinion (CE.C&G.3.6)
- Analyze the election process at the national, state and local levels in terms of the checks and balances provided by qualifications and procedures for voting (CE.C&G.5.1)
- Lesson - Students will be divided up into groups to begin to design and develop a campaign based around the assignment given in class.
- Student work - During class, students will work together to complete the Class Election Project. Students will be expected to do research, communicate expectations, develop a campaign slogan, create a political ad and write a speech. Additionally, each student will be required to keep a log of each day spent on the project indicating what they contributed to the group along with what everyone else contributed to the group.
- Homework/Asynchronous
- Complete work on your Class Election Project (multiple days).
- Due Date (Election Day) - TBD
- Goal Statement: Students will review for their upcoming assessment on Unit #5
- Essential Question: What do I know about Unit #5
- Lesson - Students will participant in a review of Unit #5
- We will log on to:
- joinmyquiz.com
- I will provide a game code to the class and we will complete the quiz
- Quizizzes that can be used to review for the test
- Unit 5 Civics: Politics and Elections
- Quizizzes that can be used to review for the test
- We will log on to:
- Student Work - Students will actively review for the upcoming assessment by reviewing their Unit #5 Review Materials, take part in a online quiz and asking questions for clarification.
- Homework/Asynchronous
- Study for your upcoming assessment on Unit #5
- We will be using Schoolnet again to administer the assessment.
=======================================================================OLD RESOURCES===================
=======================================================================OLD RESOURCES===================
voting_rights_ppt_master.pptx | |
File Size: | 9278 kb |
File Type: | pptx |
voting___elections_tea.pptx | |
File Size: | 1516 kb |
File Type: | pptx |
electing_the_president.pptx | |
File Size: | 921 kb |
File Type: | pptx |
political_parties.pptx | |
File Size: | 1279 kb |
File Type: | pptx |
political_parties.docx | |
File Size: | 120 kb |
File Type: | docx |
public_opinion_propaganda___interest_groups_review.pptx | |
File Size: | 1503 kb |
File Type: | pptx |
http://www-tc.pbs.org/weta/reportingamericaatwar/teachers/pdf/propaganda.pdf
public_opinion._teacher_notes.docx | |
File Size: | 50 kb |
File Type: | docx |
electing_the_president_of_the_united_states.ppt | |
File Size: | 988 kb |
File Type: | ppt |
political_cartoons_-_pres.docx | |
File Size: | 271 kb |
File Type: | docx |
myers_park_propaganda_video.docx | |
File Size: | 11 kb |
File Type: | docx |
man_of_the_year_viewing_guide.doc | |
File Size: | 29 kb |
File Type: | doc |
goal_4_bens_stuff.docx | |
File Size: | 86 kb |
File Type: | docx |
electoral_college_argumentative_writing_assignment.pptx | |
File Size: | 297 kb |
File Type: | pptx |
electoral_college_map_2010.docx | |
File Size: | 80 kb |
File Type: | docx |
electoral_college_worksheet.doc | |
File Size: | 26 kb |
File Type: | doc |
class_election_project.docx | |
File Size: | 14 kb |
File Type: | docx |
election_project_grading_sheet.docx | |
File Size: | 11 kb |
File Type: | docx |
voting_definitions.docx | |
File Size: | 10 kb |
File Type: | docx |
voting_definitions.ppt | |
File Size: | 2235 kb |
File Type: | ppt |
Unit 5:
citizenship, civil liberties, equity, informed citizenry, political activism, melting pot, political party, two-party system, third party, platform, plank, national committee, caucus, precinct, ward, political machine, direct primary, closed primary, open primary, plurality, majority, petition, polling place, precinct, ballot, absentee ballot, returns, exit poll, electorate, apathy, Electoral College, initiative, proposition, referendum, recall, elector, winner-take-all system, propaganda, political action committee, soft money, incumbent, public opinion, mass media, interest group, public opinion poll, pollster, print media, electronic media, public agenda, leak, prior restraint, libel, malice, public interest group, nonpartisan, political action committee, lobbyist
citizenship, civil liberties, equity, informed citizenry, political activism, melting pot, political party, two-party system, third party, platform, plank, national committee, caucus, precinct, ward, political machine, direct primary, closed primary, open primary, plurality, majority, petition, polling place, precinct, ballot, absentee ballot, returns, exit poll, electorate, apathy, Electoral College, initiative, proposition, referendum, recall, elector, winner-take-all system, propaganda, political action committee, soft money, incumbent, public opinion, mass media, interest group, public opinion poll, pollster, print media, electronic media, public agenda, leak, prior restraint, libel, malice, public interest group, nonpartisan, political action committee, lobbyist
unit_5.docx | |
File Size: | 16 kb |
File Type: | docx |
sample_short_answer_questions_u5.docx | |
File Size: | 12 kb |
File Type: | docx |