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Introduction
Lesson Foundations
Content Standards
American Government
2. Political parties, interest groups and the media provide opportunities for civic involvement through various means.
SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions with diverse partners on
topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively.
Learning Objective(s)
Students will be able to
LO1: Students will be able to compare the ideology of the two major political parties.
LO2: Students will be able to evaluate the effects that a two-party system
Prior Academic
Knowledge and Skills
Students will understand the motivations of political parties to control the different branches of government.
IPad
Cartoon
Pro and Con Article
Political Platform websites
Assessments
Describe the assessments that will be used in this lesson to monitor students mastery of the lesson objective(s). List assessments in order in which they appear in the lesson.
1 The lesson plan template offers an opportunity for candidates to practice documenting their thinking when planning initial lessons. It is intended to prepare candidates to articulate their thinking and justification for
plans and we recognize the level of detail required here is not what you will be doing in student teaching. Please note this is still part of our scaffolded process to build habits for good planning.
Introduction
Name of Assessment
(Formative or
Summative)
Description of assessment
Political Party
Research Activity
(LO1)
(Formative)
Students will be introduced to the ideology of not only Democrats and Republicans.
They will be able to see the difference in the core beliefs of certain parties. Students
will understand the difference in the terms Liberal and Conservative.
Students will show knowledge of their assigned party by addressing any of the
following current issues here in the US.
Immigration
Policing
Taxes
Big vs Small Government
Universal Health Care
Minimum wage
Federal Spending
Common Demographics
Students should be able to provided evidence from their research to defend one side of
at least 2 of these issues. Following the activity students will be asked to give two of
the strongest points from both sides to be written down and turned in.
Students will fill out their Pros and Cons list with specific examples from the reading.
They will be expected to fill in at least one effect that they think the two party system
has on democracy not provided in the text.
Pros
Party system is convenient for voters
Stabilizes the political beliefs of citizens
Discourage sudden and radical shifts in ideologies
Encourages political participation
Makes organizing elections easier
Students are not limited to just these answers
Cons
Introduction
Limits Debate
Blinded by partisanship
Makes voters feel very limited
Creates us vs. them mentality
Students are not limited to just these answers
Students will answer the first question with specific example discussed in class with
regards to the differentiation between the two political parties. Taking one side of any
of the major issues discussed during the first activity.
Examples:
Big or small government
- Big because it allows government to protect its citizens or Small because free
markets and less taxes foster innovation and capitalistic growth.
Policy on health care
- It gives everybody the right to have substantial healthcare or it is not a right
of a citizen to have healthcare
Flat tax vs. Progressive Tax
- Successful people should not be penalized by having to pay more in taxes or
Those who make more money should be taxed more to help the country as a
whole
Immigration policy
- Citizens are losing jobs to people entering the country illegally and refugees
present a threat to safety or it is not fair that a country founded by
immigrants is refusing the opportunity of success and safety to other
groups.
The second question asks students to extend their understanding of the effects of the
two party system. They will be expected to fix what they think is the biggest problems
with the two party system. If I student thinks a two party system is the best the way it
is they will be asked to explain why while providing examples. Students will display
the understanding of the effects of the two party system by addressing how it has
separated voters in the country. They will address the negative effects and provide
solutions that address the effects of the two party system. They will be expected to
address one or two of the issues addressed on the con side of the graphic organizer.
Evidence
- Additional parties would keep citizens from being locked into partisanship
Introduction
If they agree with the two party system, they will be expected to provided evidence as
to why it makes to most sense.
Examples
Makes organizing voters more efficient
Easier for voters to understand
Makes elections easier to organize
Promotes common positions
Tradition
Instructional Procedures/Steps
Description of what the teacher (you) will be doing and/or what the students will be doing.
Each portion of this section should be aligned with learning objectives. Note when you are addressing a learning objective and when enacting an assessment.
Teacher will
Student will
s
Students will enter classroom and start working on
answering the questions displayed on the board. They will
work silently
Opening
_____5____ Minutes
How will you begin the lesson
to engage students, activate
prior knowledge, and
communicate what students
will be learning?
Instruction
_____35____ Minutes
Procedures and steps to the
lesson.
Strategies?
Assessments?
Q & A?
Some demographics
The teacher will also give some background on the
two parties further differentiating the two and their
ideologies. Following this the teacher will engage the
students in a brief discussion.
- What other differences do you know of between
the two parties?
- What differences do you think are the most
important?
- I there any generalizations made about each
party?
Following this brief instruction student will be given
IPads and assigned a role as either a conservative,
liberal, or undecided. They will be asked to use the
technology to look up arguments as to why people
should vote in favor of their assigned ideology. The
undecided voters will be asked to briefly review both
sides. After 8 minutes the students will be asked to
present what they found and try to persuade the
undecided voters in groups of 4-5. The undecided
voters will realign with one side or the other.
Following the activity students will be asked to give
two of the strongest points from both sides to be
written down and turned in. during this time the
teacher will be walking from group to group helping
aid conversations and answer any questions the
students might have.
The teacher will collect those responses and move
into the next activity. The teacher will transition into
the effects of political parties by leading a quick wrap
up conversation with the class
- Why was it so hard to get the class to agree with
one party?
Introduction
Closure
_____5____ Minutes
-
Assess?
Wrap up?
Set-up?
Differentiation/
Modifications/
Enrichment
Differentiation: How will
you provide students with
specific learning needs
instructional support? How
Introduction
Introduction
Gifted/Talented: additional questions that are used in the lesson. These students might also be assigned both
political parties or both the pros and cons article if they finish early.
Struggling Students: Teacher support through leading questions and the option to work with someone around them
Introduction
Lesson Foundations
Content Standards
American Government
2. Political parties, interest groups and the media provide opportunities for civic involvement through various means.
Learning Objective(s)
Students will be able to
Prior Academic
Knowledge and Skills
What knowledge, skills, and
concepts must students already
know to be successful with this
lesson? (What have you taught
previously that will inform what
they are learning today?)
SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions with diverse partners on
topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively.
LO1: Students will be able to identify bias in media
LO2: Students will be able to explain the cause and effect of private sector control of media
Students will understand the presence of conservative and Liberal ideologies. They will know these two
groups fight for power. The understanding of partisan ship will lead to the discussion of how and why media
asks in the way it does.
2 The lesson plan template offers an opportunity for candidates to practice documenting their thinking when planning initial lessons. It is intended to prepare candidates to articulate their thinking and justification for
plans and we recognize the level of detail required here is not what you will be doing in student teaching. Please note this is still part of our scaffolded process to build habits for good planning.
Introduction
Assessments
Describe the assessments that will be used in this lesson to monitor students mastery of the lesson objective(s). List assessments in order in which they appear in the lesson.
Name of Assessment
(Formative or
Summative)
Bell Ringer
Work Mat
Formative
(LO1)(LO2)
Quick Write
(LO1)(LO2)
Description of assessment
Students should begin to start thinking about bias to help activate their background
knowledge necessary for the lesson. They become aware that the news often creates
stories to gain viewership and promote certain agendas.
Students should answer that many news sources cannot be trusted because their
primary objective is to gain viewership. The first amendment protects these sources
and allows them to publish what they think is best for their own self-interest. News has
become glamorized in order to drive up profits and keep viewers entertained.
Students will be asked to correctly identify the bias in the given news clips and
readings. After each individual piece of media the class will be expected to participate
in discussion about what the bias is present.
Once the teacher feels the class recognizes the bias of one clip he/she will move onto
the next clip.
After the third discussion, the teacher will pose the question How do you think these
biases affect public opinion?
Incorrect or omitted information allows sources to dictate the image created by
a story.
Creates stronger sense of partisanship
Dramatic news may not be informative
Facts presented may be incorrect or irrelevant
Fails to portray multiple perspectives
Individually students will write their answers to the question using information for the
days lesson
Why is their bias present in the media from a political view and a business view?
Introduction
Students should answer that many news sources cannot be trusted because their
primary objective is to gain viewership. The first amendment protects these sources
and allows them to publish what they think is best for their own self-interest. News has
become glamorized in order to drive up profits and keep viewers entertained.
Media is often funded by certain groups that support one area of the political
spectrum
Media is under control of a small number of large companies
Government cannot filter what media is printed
The public sector is responsible for the information and the way it is presented
to the public.
This presence of bias changes the way the public vies certain stories and
individuals.
Instructional Procedures/Steps
Description of what the teacher (you) will be doing and/or what the students will be doing.
Each portion of this section should be aligned with learning objectives. Note when you are addressing a learning objective and when enacting an assessment.
Teacher will
Student will
Opening
_____6____ Minutes
How will you begin the lesson
to engage students, activate
prior knowledge, and
communicate what students
will be learning?
Instruction
____33___ Minutes
Procedures and steps to the
lesson.
Strategies?
Assessments?
Q & A?
DOK or Blooms levels?
Evidence of learning?
CRP?
Planned supports?
Closure
____6____ Minutes
-
Assess?
Wrap up?
Set-up?
Introduction
Introduction
IEP Students: These students will not be required to speak in class wide discussion. They will be required to write
something down to review with the instructor at a later time to ensure they have met the learning target.
504 Plans:
ELL Students:
Gifted/Talented: additional questions that are used in the lesson. The role of devils advocate will be assigned to
these students to help them take on another perspective and challenge their thinking.
Struggling Students: These students will be closely monitored. During the next lesson there will be more practice
and if students still do not understand the topic the teacher will allow them more time and further instruction
Introduction
Lesson Foundations
Content Standards
American Government
2. Political parties, interest groups and the media provide opportunities for civic involvement through various means.
SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions with diverse partners on
topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively.
Learning Objective(s)
Students will be able to
Prior Academic
Knowledge and Skills
What knowledge, skills, and
concepts must students already
know to be successful with this
lesson? (What have you taught
previously that will inform what
they are learning today?)
LO1: Students will be able to recognize bias in different forms of media throughout history
LO2: Students will be able to analyze the cause and effect of media on political parties
Students will have practiced argument building and looking at sources critically. These skills will be needed
to be successful in the final assessment. Understand of the media and political ideologies from the previous
two classes will also be needed to complete the final assessment.
DBQ Packet
iPads
3 The lesson plan template offers an opportunity for candidates to practice documenting their thinking when planning initial lessons. It is intended to prepare candidates to articulate their thinking and justification for
plans and we recognize the level of detail required here is not what you will be doing in student teaching. Please note this is still part of our scaffolded process to build habits for good planning.
Introduction
Assessments
Describe the assessments that will be used in this lesson to monitor students mastery of the lesson objective(s). List assessments in order in which they appear in the lesson.
Name of Assessment
(Formative or
Summative)
DBQ Packet
Questions
(LO1)(LO2)
Description of assessment
Students will move around the room to different stations answering questions about
the different sources provided. Students will take note of what they think is important
to help them with their essay assignment at the end of the DBQ activity. Students
should begin to gather examples of media bias through these sources and by
answering the questions
Mother Jones and the New York Times give a left leaning view of political
parties while Rush Limbaugh and Fox News support right wing candidates.
Media sources often ignore the negative actions or impacts of Liberal or
conservative policy and focus on how the other side is wrong. These sources
work to create a negative image for public officials of the opposition while
building up candidates that align with their own values. Because media is
private and protected by the first amendment there is little regulation. The
media is seen by so many people that this often leads to a strong split between
the parties and is often hard to detect bias. The media is a powerful tool and
creates these images that influence voters.
Students will be asked to write a multiple paragraph response to the prompt provided
by the teacher. Answers should be well supported by sources.
See Rubric for expected answers
Introduction
Instructional Procedures/Steps
Description of what the teacher (you) will be doing and/or what the students will be doing.
Each portion of this section should be aligned with learning objectives. Note when you are addressing a learning objective and when enacting an assessment.
Teacher will
Student will
Opening
__________ Minutes
How will you begin the lesson
to engage students, activate
prior knowledge, and
communicate what students
will be learning?
Instruction
__________ Minutes
Procedures and steps to the
lesson.
Strategies?
Assessments?
Q & A?
DOK or Blooms levels?
Evidence of learning?
CRP?
Planned supports?
Transitions: Identify when
you are transitioning and
how you will make that a
smooth transition?
Closure
__________ Minutes
-
Introduction
Assess?
Wrap up?
Set-up?
Differentiation/
Modifications/
Enrichment
Differentiation: How will
you provide students with
specific learning needs
instructional support? How
IEP Students: The length requirement will be limited. Students will be able to make bullet points of their argument
to show that they understand. A writing portion will be expected but does not need to answer all the questions as
long as bulleted explanation addresses the key points.
Introduction
504 Plans: The length requirement will be limited. Students will be able to make bullet points of their argument to
show that they understand. A writing portion will be expected but does not need to answer all the questions as long
as bulleted explanation addresses the key points.
ELL Students:
Gifted/Talented:
Struggling Students: Office Hours will be offered to these students to come talk to the instructor to clarify
directions. These office hours will also give these students the opportunity to inquire about possible paths of
writing before being scored.