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Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher
Date

Matt DeKryger
11/3/14

Subject/ Topic/ Theme

Civics/Legislative Branch

Grade __11________

I. Objectives
How does this lesson connect to the unit plan?
This lesson begins to explore how politics promote the greater good, promote self-interest, and work to fix public problems and issues. Political parties are a major part
of this political process. George Washington warned against political parties in his farewell address, but his words fell on deaf ears. Political parties grew out of his own
Cabinet. They are still an vital part of the process today. This lesson also provides a history of political parties in our own government.

Learners will be able to:

cognitiveR U Ap An E C*

Use a short quiz to locate where they fall on the political chart
Discuss the inevitability and rise of political parties in American Politics
Identify the presence of biases found in all writing

physical
development

socioemotional

E
R, U
An, E

Common Core standards (or GLCEs if not available in Common Core) addressed:
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create (p. 516 Woolfork)

II. Before you start


Identify prerequisite
knowledge and skills.

-recall Primary & Secondary sources from World History class


-clear mind regarding where they fall on political issues
Pre-assessment (for learning):

-students use the political quiz to determine where they are on the political chart
Formative (for learning):

Outline assessment
activities
(applicable to this lesson)

What barriers might this


lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

9-15-14

-using class discussion, students assess themselves on terms like corporate welfare, national ID card,
free trade, etc.
Formative (as learning):

-I base how in-depth to explain these terms based on their responses from above
Summative (of learning):
-students must do a punch out writing on a quote given to them with the material covered in the
lesson.
Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible
-students are given two different
types of the same quiz in different
formats to determine political
position.

Provide Multiple Means of Action


and Expression
Provide options for physical actionincrease options for interaction
-responses will vary between group
discussion, written answers, partner
discussion.

Provide options for language,


mathematical expressions, and
symbols- clarify & connect
language
-use critical reading skills to decode
biases hidden by author
-review terms important to quiz,
like corporate welfare, free trade,
etc.

Provide options for expression and


communication- increase medium
of expression
-multiple tools include two versions
of the quiz
-no set formula for answering
question about Washington's
farewell address.

Provide Multiple Means of


Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
-wherever a student lands on the
political chart is very relevant and
will only highlight how political
parties arose even more.
Provide options for sustaining effort
and persistence- optimize challenge,
collaboration, mastery-oriented
feedback
-students work in groups at their
tables, collaborating about biases in
the quiz we took.
-successfully identifying and
providing a reasonable origin of
these biases will show mastery

Provide options for comprehensionactivate, apply & highlight


-this lesson explores the
background/origin of political
parties and politics in America
-patterns in politics are widespread,
notice many similarities b/w then &
now.

Provide options for executive


functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

-Packet of unit Supplementary material, pages 9-12


-World's smallest political quiz
-Alternative World's smallest political quiz
-Excerpt of Washington's Farewell Address (1796)
-Emergence of Political Parties

How will your classroom


be set up for this lesson?

-Same as before 6 tables with 5/6 students around a table.

Provide options for self-regulationexpectations, personal skills and


strategies, self-assessment &
reflection
-students self-assess where they fall
on the political chart
-students must learn to cope with
individuals that have different
opinions than their own

III. The Plan


Time

Components
Motivation
(opening/
introduction/
engagement)

15

Development
(the largest
component or
main body of
the lesson)

9-15-14

Describe teacher activities


AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
-Students begin lesson by taking World's Smallest
-Review confusing terms for students, such as:
Political Quiz (p. 9 in Supp. Material packet)
-Corporate Welfare tax code favoring
-Score quiz & determine their place on chart
corporations & gov't subsidies for certain
-Read definition of their place to make sure they
businesses (auto industry)
scored themselves correctly, etc.
-Nat'l ID Card every citizen would wear an ID
card proving citizenship. Gov't can track
movements and protect nat'l security (like EK ID)
-Privatizing Social Security no gov't SS,
individuals invest that $$$ on their own. This gives
flexibility and individual options. Detractors warn
-take Alternative Version of the World's Smallest
this would expose that $$$ to the fluctuating
Political Quiz (p. 10 in Supp. Material packet)
market, could leave current users w/ nothing left
-Score quiz & redetermine place on chart.
-Free Trade remove barriers like subsidies,
taxes, tariffs, etc., but no guarantee other countries
would follow, leaving us disadvantaged.
-Discuss differences found between quizzes.
-In World History Class (& Unit 1 of Civics),
students explored primary & secondary sources to
understand the past.
-Why is it important to find out who created or
wrote the source?
-all sources are biased by experiences &
perspective of the author. Identifying source
characteristics and context enables readers to
unpack biases.
-close reading (from History class) allows students
to consider exactly what the document is saying &
the words/phrases used in their context.

-Actively listen & engage

-Answer questions as they come up as well

-Ask student groups:


-Who produced the first quiz?
-What sort of issues does it include? Exclude?
-Did wording statements differently change
your opinion of the issue or topic?
-Why is word choice & how a question is asked
matter?
-How can specific examples affect one's general
position on an issue?
*specifically focus on bottom 3 qts.

15

-work/discuss in tables
-Looking at both quizzes, what are
similarities/differences

-political parties frame issues to their advantage


ex. - endangered species argument one side
looks at it from losing jobs of people working in
the environment, other side is people work to
protect the ecosystem
ex. - immigration one side doesn't like tax
dollars covering education and medical care for
illegals, other group argues against any policy
identifying people based on their race is unfair
-many sides to every issue

10

-read Excerpt o Washington's Farewell Address


(p. 11)
-answer question below reading section. Answer
may be done alone or with person next to them
5

-Washington feared factions.


-Citizens agree to the Constitution, but not how to
interpret it
-strict v. loose constructionists
-McCulloch v. Maryland (right to set up national
bank)
-Thomas Jefferson & Alexander Hamilton usually
associated with founding political parties
-both were in Washington's Cabinet
-Washington trusted both very much
-both have shaped current political parties
Closure
(conclusion,
culmination,
wrap-up)

-questions for punch-out writing:


People tend to agree on constitutional
principles and fundamental values in the abstract,
yet not see eye to eye on specific issues.
-How does this statement relate to the quizzes
taken in this lesson?
-Why do political parties frame issues?

-read Emergence of Political Parties (p. 12)


-3-4 minute punch-out writing in notebook below
reading.

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
This is a really good lesson. The quiz is a good, interactive way to engage students and get their minds really turning on where
they fall politically. The alternate versions are a great way to introduce framing because enough students change their answers
to draw significant attention. I tried to teach this lesson the first time with out the powerpoint (forgot it was up there oops),
and it was not smooth at all, however, round 2 with the powerpoint was smooth sailing. One challenge I still need to work on is
letting students wrestle with information and use a more inquiry-based discussion model. This lesson is also a little too much
for just one class period. When I taught, I got up through Washington's Farewell Address with time to read, but did not do the
punch-out writing.

9-15-14

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