Standard
12.6.1. Analyze the origin, development, and role of political parties, noting those occasional periods in which there was only one major party or were more than two major parties.
12.6.2. Discuss the history of the nomination process for presidential candidates and the increasing importance of primaries in general elections.
12.6.3. Evaluate the roles of polls, campaign advertising, and the controversies over campaign funding.
12.6.4. Describe the means that citizens use to participate in the political process (e.g., voting, campaigning, lobbying, filing a legal challenge, demonstrating, petitioning, picketing, running for political office).
12.6.2. Discuss the history of the nomination process for presidential candidates and the increasing importance of primaries in general elections.
12.6.3. Evaluate the roles of polls, campaign advertising, and the controversies over campaign funding.
12.6.4. Describe the means that citizens use to participate in the political process (e.g., voting, campaigning, lobbying, filing a legal challenge, demonstrating, petitioning, picketing, running for political office).
Goals and Objectives
SWBAT: Understand the electoral process and a citizen’s rights and responsibilities in it through carrying out a mock two-party primary election for presidential candidates. Students have previously studied the roots of democracy and representative government in ancient Rome and Greece.
Objective: Students will critically evaluate information used in decision-making. Students will increase understanding of the methods and power of participating, as citizens, in a representative democracy.
Objective: Students will critically evaluate information used in decision-making. Students will increase understanding of the methods and power of participating, as citizens, in a representative democracy.
Vocabulary
Students will fill out a modified foursquare vocabulary sheet for each of the following vocabulary words. Students must use color when completing the 4 square. The vocabulary words come directly from the state standard.
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Lesson Introduction
Teacher will start the day by introducing major headlines from the major news sites within the US. I will take the students through both AP, MSN, and Fox so that the students have a broad range of ideas as to what is important on the left, center and right. Following the web search I will ask the students what the most important issue for the planet, the country, and their neighborhood is?
Content Delivery
Teacher
Day 1: Introduction.
Day 2: Teacher will re-issue the questions from day one and have the students write what they think should be done about the topic.
Teachers will then create platform pieces based on the responses given and begin posting them on day 6.
Day 3: Have 2nd period make eyes, mouths, and hair
Have 4th period make ears and noses.
Day 4: Have students write down a first name and a last name of someone not in the class.
Day 5: Have the students put the faces together.
Day 6: Add 1st piece of platform information to the candidates
Day 7: Add 2nd piece of platform information
Add two pieces of celebrity endorsements, propaganda, or campaign slogan
Day 8: Add 3rd and 4th piece of platform information
Day 9: Lecture about two party system/ primaries (Demotians) (Kratians)
Day 10: Issue voting ballots to the students ensuring they do not open them. Inside will be a message pertaining to their voting status. The reasons will be as follows:
· Cannot Voters- (resident aliens, ill or physically/mentally disabled, traveling, jailed or imprisoned, religious objectors, election laws, “informal” local pressure.”
· Political Efficacy- People that think that their vote makes no difference
· Complacency- People who think that no matter who wins things will stay the same.
· Apathy-People who don’t care, have a lack of interest, uniformed about the candidates and issues.
· Other Factors-Inconvenient registration requirements, long ballots, long lines at polling places, even bad weather.
Day 1: Introduction.
Day 2: Teacher will re-issue the questions from day one and have the students write what they think should be done about the topic.
Teachers will then create platform pieces based on the responses given and begin posting them on day 6.
Day 3: Have 2nd period make eyes, mouths, and hair
Have 4th period make ears and noses.
Day 4: Have students write down a first name and a last name of someone not in the class.
Day 5: Have the students put the faces together.
Day 6: Add 1st piece of platform information to the candidates
Day 7: Add 2nd piece of platform information
Add two pieces of celebrity endorsements, propaganda, or campaign slogan
Day 8: Add 3rd and 4th piece of platform information
Day 9: Lecture about two party system/ primaries (Demotians) (Kratians)
Day 10: Issue voting ballots to the students ensuring they do not open them. Inside will be a message pertaining to their voting status. The reasons will be as follows:
· Cannot Voters- (resident aliens, ill or physically/mentally disabled, traveling, jailed or imprisoned, religious objectors, election laws, “informal” local pressure.”
· Political Efficacy- People that think that their vote makes no difference
· Complacency- People who think that no matter who wins things will stay the same.
· Apathy-People who don’t care, have a lack of interest, uniformed about the candidates and issues.
· Other Factors-Inconvenient registration requirements, long ballots, long lines at polling places, even bad weather.
Student Engagement
Day 1: Students follow along during the web search for important topics then they will fill out the importance sheet.
Day 2 Students will write a response on how to fix the issue that they were given back
Day 3: 2nd period make eyes, mouths, and hair
4th period make ears and noses.
Day 4: Students write down a first name and a last name of someone not in the class.
Day 5: Students put the faces together.
Day 6-8: Students observe and discuss with each other the ideas being presented with each candidate.
Day 9: Students take notes and discuss the two party system and the primaries.
Day 10: Students vote and then write a reflection on the election process and voting.
Day 2 Students will write a response on how to fix the issue that they were given back
Day 3: 2nd period make eyes, mouths, and hair
4th period make ears and noses.
Day 4: Students write down a first name and a last name of someone not in the class.
Day 5: Students put the faces together.
Day 6-8: Students observe and discuss with each other the ideas being presented with each candidate.
Day 9: Students take notes and discuss the two party system and the primaries.
Day 10: Students vote and then write a reflection on the election process and voting.
Demonstrated Learning
- Students will be evaluated through informal checks for understanding and participation, and teacher observation during writing, artwork, whole class discussion, and small group debriefing.
- Students will have daily writing assignments, assessed by rubric.
Lesson Closure
Teacher: Day 10: Issue voting ballots to the students ensuring they do not open them. Inside will be a message pertaining to their voting status.
Student: Day 10: Students vote and then write a reflection on the election process and voting.
Student: Day 10: Students vote and then write a reflection on the election process and voting.