election campaigns
discussion_lesson_plan.docx | |
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goals & objectives
Students will analyze the role finances play in electing a President
Students will describe the text in a discussion in regards to the role of soft money and political actions committees in campaigns.
Students will evaluate the discussion by writing about the knowledge they acquired.
Students will describe the text in a discussion in regards to the role of soft money and political actions committees in campaigns.
Students will evaluate the discussion by writing about the knowledge they acquired.
CALIFORNIA STATE CONTENT STANDARDS
12.6 Students evaluate issues regarding campaigns for national, state, and local elective offices.
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).
5. Discuss the features of direct democracy in numerous states (e.g., the process of referendums, recall elections).
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).
5. Discuss the features of direct democracy in numerous states (e.g., the process of referendums, recall elections).
common core literacy standards
CCSS.ELA-LITERACY.RH.11-12.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
CCSS.ELA-LITERACY.RH.11-12.3
Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RH.11-12.5
Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.
CCSS.ELA-LITERACY.RH.11-12.8
Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information.
Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
CCSS.ELA-LITERACY.RH.11-12.3
Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RH.11-12.5
Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.
CCSS.ELA-LITERACY.RH.11-12.8
Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information.
driving historical question
What strategic decisions must political parties and candidates make during each campaign?
lesson introduction (7 mins)
A student will read what the Viking in the political cartoon is saying. Next, students will be collaborating with their think-pair-shares on what message the cartoon is conveying and what the role of political action committees have on political campaigns. Finally, there will be a class discussion in regards to the analysis of the cartoon. I will re-introduce students to what exactly a political candidate for a campaign is, and what kind of money is directly & indirectly spent for a cause or candidate.
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vocabulary
The vocabulary words will be used throughout the lesson and will be learned when it is blended with the activities:
Campaign Manager
Image
Political Action Committee
Soft Money
Campaign Manager
Image
Political Action Committee
Soft Money
content delivery (15 mins)
Students will be given directions in a handout that detail the upcoming Socratic Seminar assignment. Next, the students will break off into pairs to form two circles: an inner circle and an outer circle. The pairs will be sitting in front and back of each other facing the center of the circle. Activity directions and a controversial news article titled, "Overview, Part 4: Soft Money - A Look at the Loopholes" will be handed out to every pair who will be given an opportunity to read it during this time. The article goes hand-in-hand with the political cartoon in the anticipatory set in that it contrasts soft money and hard money and explains the role of political action committees in political campaigns. This needs to be an ongoing conversation so that students know all the facts about the document. Before the activity begins, I will introduce the article by reading it and elaborating on any words or sentences that may be too advanced. Students will be annotating the reading as they listen. Students will also be asking questions on anything in the reading that seems unclear.
student engagement (20 mins)
During this activity, students will engage in the text with their partners by having the inner circle of students be the speakers, while the outer circle of students are the notetakers and listeners. The notetakers will again use the notes section in their discussion directions to write. There is a portion at the front/bottom section and the back of the sheet to jot down their ideas. There will be moments in the activity where partners will turn around and exchange ideas with their partners. The speakers will analyze the text to the rest of the class, while the notetakers will write down intriguing points and the main ideas. After the speakers are done speaking, they will then call on another speaker in the inner circle to give their analysis.
Potential discussion questions from the teacher include:
How can political parties use campaign donations for an election?
Why has soft money in political elections increased the past two decades?
How much can political action committees donate to political candidates and national party committees?
Why are political action committees valuable to political candidates?
Potential discussion questions from the teacher include:
How can political parties use campaign donations for an election?
Why has soft money in political elections increased the past two decades?
How much can political action committees donate to political candidates and national party committees?
Why are political action committees valuable to political candidates?
lesson closure (10 mins)
Students will conduct a reflection quickwrite discussing three statements from their peers and/or the text that sounded appealing to them. This should be as long as one to two paragraphs. They will also write about a central idea or significant detail from the text that stood out to them.
assessments
Formative - Whether it is notetaking or speaking, all students will be assessed based off their participation in the class. As they respond, I will offer them verbal feedback when necessary by informing them if they are in the right direction, whether they are correct, or not. Monitoring will include observing and mentally recording the progress of all students. My physical presence will involve keeping eye contact of the class and monitoring more than one student at a time.
Summative - The quickwrite will be collected and graded based on merit. Students will be assessed based on whether the three points they listed are related to the topic that was discussed in the Socratic Seminar.o
Summative - The quickwrite will be collected and graded based on merit. Students will be assessed based on whether the three points they listed are related to the topic that was discussed in the Socratic Seminar.o
ACCOMMODATIONS FOR ENGLISH LEARNERS, STRIVING READERS & STUDENTS WITH SPECIAL NEEDS
For the Socratic Seminar, students can create concept maps to supplement taking notes. The English learners can also utilize all methods to supplement notetaking, such as by creating a concept map and creating images to demonstrate their thoughts. Their partners should recognize that these kinds of notes are acceptable. Striving readers are expected to think more critically than their peers. This would be beneficial for all students.
resources
US Government textbook by Richard C. Pemy
Overview, Part 4: Soft Money - Look at the Loopholes. Washington Post. 1998.
Political Cartoon.
Overview, Part 4: Soft Money - Look at the Loopholes. Washington Post. 1998.
Political Cartoon.