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April 11 through 15, 2016

Essential Question: In what ways are our political views shaped?


Unit Goal: Students will learn about the mechanisms that allow citizens to organize and communicate their interests and concerns. Among
These are political parties, elections, interest groups, and media. Students learn about where their own political ideas fall on the political
spectrum and understand issues from a variety of perspectives.
Learning Objectives:
1. I can describe the process you would have to go through in order to become President of the United States.
2. I can explain, with examples, the role of third parties and the impact on the electoral process.
3. Identify where Democrats, Republicans and you fall on a political spectrum and explain your answer.
4. I can describe, with examples, ways individuals can become involved in the electoral process.
5. I can demonstrate the ability to compare and contrast primary and/or secondary sources and describe how the sources relate to the same
Topic.
6. I can write an argument focused on discipline-specific content.
7. I can identify specific concepts such as: political spectrum (liberal, moderate, and conservative), political parties (Democrats, Republicans,
Third parties), primaries, caucuses and Electoral College.

Monday 11th

Tuesday 12th

Wednesday 13th

Thursday 14th

Friday 15th

1.Bell Ringer- Study Plessy vs.


Ferguson and Brown vs. The
Board of Education- Write
question on PowerPoint Slide
on Whiteboard- 10 min
(Deeper Understanding) CH-I
2. Finish Second Part of Unit
#5 Exam- Questions #17-1925 min (Deeper
Understanding) CH-I
3. Continue to work on DBQ
that was started on Fridayth
8 - 15 min Students will have
individual primary/secondary
sources to review as they
complete DBQ. (Deeper
Understanding) CH-1 E-15,18
Adaptations- Students will
receive documents with
pictures to help them
understand the questions
Materials:
Test Papers, DBQ Documents,
Whiteboard, PowerPoint
I CAN:
I can demonstrate the ability
to compare and contrast at
least two primary and/or
secondary sources and
describe how those sources
relate to the same topic.

1. Bell Ringer- What side of


the political spectrum do
you think you are on? Write
question on PowerPoint
slide on Whiteboard- 10 min
(New Information) CH-P
2. Complete DBQ- 10 min.
Students will have individual
primary/secondary sources
to review as they complete
DBQ- Whole class (Deeper
Understanding) CH-1, E-15,
18, 19
3. Introduction to Unit #6Online Survey. Students will
have I-Pads to answer the
questions and find out which
political party they would
align with- 15 min (New
Information) CH-I, E-7
http://www.pbs.org/newsho
ur/spc/vote2012/quiz/
4. Textbook Reading- CH
#10- Section #1 pages 252254, 15 min. Whole Class
(New Information), CH-1, E-7
Materials:
DBQ papers, I-Pads,
Whiteboard, PowerPoint,
Textbooks
I CAN:
I can identify where
Democrats, Republicans, and
you fall on a political
spectrum and explain your
answer.

1. Bell Ringer- Did you


match up with the political
party you thought you
would? Write questions on
PP slide on Whiteboard- 10
min (New Information) CH-I
2. I-Civics Reading- #1 Big
Party, pages 1-2, 20-25
min- Whole Class Set, New
Information) CH-I, P, E-8,10
3. Party System ExplainedVideo- 10 min, (New
Information) CH-1, E-10
https://www.youtube.com
/watch?v=j_k_k-bHigM.
4. Exit Slip- 5 min, Students
will write down three
things they learned about
political parties- (New
Information) CH-1
Adaptations: ClosedCaptioning will be used on
the video for ELL and
Hearing-Impaired Students.
Materials: PowerPoint,
Whiteboard, YouTube, 3x5
cards
I CAN:
I can identify where
Democrats, Republicans,
and you fall on a political
spectrum and explain your
answer.

1. Bell Ringer- Can you


name the 2 main political
parties in the United
States? Write questions on
PP Slide on Whiteboard- 10
min (New Information ) CHP
2. I-Civics Reading- #1 Big
Party- Matching. Students
will complete matching
game, matching vocab
terms with correct
definitions. 20 min, Class
Set (New Information) CHP, E- 7,10
3. Introduce Vocab:
Conservative, Moderate,
and Liberal. 20 min (New
Information) Students will
view PowerPoint slides and
write down the definitions.
-CH-I, E-9,10
Adaptations: Pictures will
be used with the
PowerPoint slides to help
students better understand
the vocab terms.
Materials: PowerPoint
slides, Whiteboard, I-Civics
Reading, Notebook Paper
I CAN:
I can identify where
Democrats, Republicans,
and you fall on a political
spectrum and explain your
answer.

1.Bell Ringer- What do you


remember about Unit 5?Write questions on PP slide
on Whiteboard- 5 min
(Deeper Understanding) CHP
2. CNN Student News:
Reflection- students will
complete a reflection about
the topics from the
newscast. 15 min- Whole
Class (New Information) CH1, (Took out)
Adaptations: CC- Printed
copies of CNN newscast.
3.Review Test Scores from
Unit #5- students will look
over their scores and
teacher will be available to
answer questions/review
answers. 10 min (Deeper
Understanding) CH-1, E-20
4. Political Party Scenarios:
students will work in groups
to review PowerPoint slides
on various scenarios and
decide if that would be a
Republican, Democratic, or
Moderate view- 15 min
(New Information) CH-P, E10 (Added 10 issues for
students to study and share
w/class)
Materials: PowerPoint
slides, Whiteboard,
Reflection sheets, Copies of
CNN Student News.
I CAN:
I can identify where
Democrats, Republicans, and
you fall on a political
spectrum and explain your
answer.

April 18th through April 22nd, 2016


Essential Question: In what ways are our political views shaped?
Unit Goal: Students will learn about the mechanisms that allow citizens to organize and communicate their interests and concerns. Among
These are political parties, elections, interest groups, and media. Students learn about where their own political ideas fall on the political
spectrum and understand issues from a variety of perspectives.
Learning Objectives:
1. I can describe the process you would have to go through in order to become President of the United States.
2. I can explain, with examples, the role of third parties and the impact on the electoral process.
3. Identify where Democrats, Republicans and you fall on a political spectrum and explain your answer.
4. I can describe, with examples, ways individuals can become involved in the electoral process.
5. I can demonstrate the ability to compare and contrast primary and/or secondary sources and describe how the sources relate to the same
Topic.
6. I can write an argument focused on discipline-specific content.
7. I can identify specific concepts such as: political spectrum (liberal, moderate, and conservative), political parties (Democrats, Republicans,
Third parties), primaries, caucuses and Electoral College.

Monday 18th

Tuesday 19th

Wednesday 20th

Thursday 21st

Friday 22nd

1. Bell Ringer What is the


political spectrum? Why is
it important to know about
the political spectrum?
Write your answer and
then share with your face
partner 10 min. (New
Information) CH I, P E-14

1. Bell Ringer What are the


five (5) steps to evaluating a
candidate for office? Write
your answer and then share
with your face partner 10
min. (New Information) CH
I, P E-14
Tornado Drill 1:15

1. Bell Ringer - What


candidate do you like best
so far? Write your answer
and then share with your
face partner. 10 min.
(Deeper Understanding) CH
I, P E-14

1. Bell Ringer -What are 4 of


the 8 steps to
becoming President? Write
your answer and then see if
you can remember the rest
with your face partner. 10
min. (Deeper understanding)
CH I, P E-14

1. Bell Ringer What has been the most


interesting fact you have
researched this week? Write
you answer down and then
share with your face partner.
10 min. (Deeper
Understanding) CH I, P E-14

2. Review for CFA on


vocab. & Political Spectrum
10 min. (New
Information) CH I, P E14,15

2. Students will begin


working on their Candidate
Evaluation Project and
continue through the end of
the period. 45 min. (New
Information) CH I E-7,8,11
Adaptations: Graphic
Organizers provided for all
students.

2. Hand back CFA #1 and go


over results with students,
have them record their
scores on their tracking
sheet. 10-15 min. (New
Information & deeper
understanding) CH W, I
E-13,20
3. Eight (8) steps to the
Presidency. PowerPoint on
steps. 23 min. E-8,9,10
Adaptations: Printed PP for
ELL/SPED

2. Students will be working


on their Candidate
Evaluation Project and
continue through the end of
the period. 45 min. (New
Information) CH I E7,8,11,12

2. CNN Student News:


Reflection- students will
complete a reflection about
the topics from the newscast.
15 min- (New Information)
CH W, I E-11,12
Adaptations: Printed CNN &
closed captioning

3. CFA #1 over vocab. &


Political Spectrum. 15
min. (New Information)
CH I E- 14, 19
Adaptations: CFA will be
scaffolded for ELL/SPED
students.
4. Introduce project:
Students will go through a
five (5) step process to
evaluate four (4) of the
current candidates for
President. (New
Information) CH I E-7,8
Materials:
PowerPoint, CFA, Project
graphic organizer, I-Pads
and/or lap tops.

Materials:
PowerPoint, Project graphic
organizer, I-Pads and/or lap
tops.
I CAN:
Identify where Democrats,
Republicans and you fall on
a political spectrum and
explain your answer. (Lt.#3)

Note: Multiple students will


be gone due to field trip to
ISU

I-Pad Carts: #2 & #3

I Can:
I can describe the process
you would have to go
through in order to
become President of the
United States. (Lt. #1)

I CAN:
Identify where Democrats,
Republicans and you fall on
a political spectrum and
explain your answer. (Lt.#3)
Note: Multiple students will
be gone due to field trip to
ISU
I-Pad Cart: #3 & Laptop Cart
#1

3. Students will be working on


their Candidate Evaluation
Project and continue through
the end of the period. 30 min.
(New Information) CH I E7,8,11
Materials:
Project graphic organizer, IPads and/or lap tops.
I Can:
I can identify where
Republicans and Democrats
fall on the political spectrum
and defend my answers.

I-Pad Carts: #2 & #3


I-Pad Carts: #2 & #3

I CAN:
Identify where Democrats,
Republicans and you fall on
a political spectrum and
explain your answer.
(Lt.#3)

Materials:
CFA#1, Handout on steps
to Presidency, PowerPoint

Materials:
Project graphic organizer, IPads and/or lap tops.

Note: Multiple students will


be gone due to field trip to
ISU
I-Pad Cart: #3 & Laptop Cart
#1

April 25th through April 29th, 2016


Essential Question: In what ways are our political views shaped?
Unit Goal: Students will learn about the mechanisms that allow citizens to organize and communicate their interests and concerns. Among
These are political parties, elections, interest groups, and media. Students learn about where their own political ideas fall on the political
spectrum and understand issues from a variety of perspectives.
Learning Objectives:
1. I can describe the process you would have to go through in order to become President of the United States.
2. I can explain, with examples, the role of third parties and the impact on the electoral process.
3. Identify where Democrats, Republicans and you fall on a political spectrum and explain your answer.
4. I can describe, with examples, ways individuals can become involved in the electoral process.
5. I can demonstrate the ability to compare and contrast primary and/or secondary sources and describe how the sources relate to the same
Topic.
6. I can write an argument focused on discipline-specific content.
7. I can identify specific concepts such as: political spectrum (liberal, moderate, and conservative), political parties (Democrats, Republicans,
Third parties), primaries, caucuses and Electoral College.

Monday 25th

Tuesday 26th

1. Admit Slip: How are the


terms candidates and
nominate related? - 5
min. (I.C.)
Fire Drill 2:00

1. Political Cartoon Moral


Standards Application 15
min. (P.S.C.)

2. Go over the CFA from


Friday w/students: 5-8
min. (W.C.)
3. I-Civics: Candidate
Evaluation
Finish up by having
students complete the
review activity pgs. 1 & 2;
on review pg. 2 teacher
and students will complete
one campaign speech
evaluation together and
the students will complete
the other individually.
(W.C.)
40 min.

MATERIALS:
Admit Slip 1 per student,
Candidate Evaluation
class set, Review pgs. 1 & 2
one per student,
students notes from
Political Spectrum Survey,
CFA from Friday each
student
I Can:
I can evaluate information
and arguments from
various sources.

2. I-Civics Got Ballot


readings pg. 1 & 2, sample
ballot; read and discuss
with students, show
sample ballot and discuss.
15 min. (W.C.)
3. I-Civics Voting Rights
Power point with student
handouts 25 min. (P.S.C.)

MATERIALS:
Political Cartoon per
student, I-Civics Got
Ballot & Voting Rights
Class set; activity sheets,
one per student. Power
Point, laptop, in-focus.
I Can:
I can describe the typical
process of registering to
vote and what happens at
the polling place.

Wednesday 27th
1. Finish Voting Rights
activity 8 min. (W.C.)
2. Review: Kahoot game @
Kahoot.it 25 min. (W.C.)
Proficient is correctly
answering the 17 out of 20
questions.
3. Pre Debate research,
complete questionnaire 10 to
15 min. (P.S.C.)
If technology is not working we
will move on to Thursdays
lesson plan!

MATERIALS:
I-Pads for students, in focus,
laptop, debate questionnaire
one per student, research
materials class set

I Can:
I can distinguish between
liberal, conservative and
moderate points of view on
current issues.

Thursday 28th
1. Same Sex Marriage
Debate 55 min.
(W.C.)Lock down drill
@ 8:15
a. finish research for
debate (materials
provide by teacher)
b. get in groups to put
arguments together
c. debate issue

Friday 29th
1. CNN Student News, watch
video, reflect and turn in 15
min. (I.C.) (W.C.)
Lockdown Drill 2:00
2. Written reflection over debate:
5 10 min. (I.C.)
3. Review for CFA 10 min.
4. CFA over vocabulary, political
spectrum: 10 -15 min

MATERIALS:
Debate materials
I Can:
I can take a stand on an
issue and use evidence
to back up my position.

5. Video Clip How to become


President 8 min
https://www.youtube.com/watch?
v=wwMOqVxSb3A
Students will write down 3
presidential facts from video & 2
interesting facts from video
(cannot be the same).
MATERIALS:
In-Focus, laptop, CNN reflection
paper one per student, CFA
one per student
I Can:
I can identify where Republicans
and Democrats fall on the
political spectrum and defend my
answers.

May 2nd through May 6th, 2016


Essential Question: In what ways are our political views shaped?
Unit Goal: Students will learn about the mechanisms that allow citizens to organize and communicate their interests and concerns. Among
These are political parties, elections, interest groups, and media. Students learn about where their own political ideas fall on the political
spectrum and understand issues from a variety of perspectives.
Learning Objectives:
1. I can describe the process you would have to go through in order to become President of the United States.
2. I can explain, with examples, the role of third parties and the impact on the electoral process.
3. Identify where Democrats, Republicans and you fall on a political spectrum and explain your answer.
4. I can describe, with examples, ways individuals can become involved in the electoral process.
5. I can demonstrate the ability to compare and contrast primary and/or secondary sources and describe how the sources relate to the same
Topic.
6. I can write an argument focused on discipline-specific content.
7. I can identify specific concepts such as: political spectrum (liberal, moderate, and conservative), political parties (Democrats, Republicans,
Third parties), primaries, caucuses and Electoral College.

Monday 2nd

Tuesday 3rd

Wednesday 4th

1. Admit Slip: Define liberal


and conservative, give an
example of their beliefs.
(I.C.)
5-8 min

1. Review game 3 corners:


liberal, conservative,
moderate (W.C.) 10 12
min.

1. News Ela: Millennial


Generation article questions:
1520 min. (P.S.C.)

2. Steps to become a
President. Scholastic
Reading (W.C.) 10 - 15
min.

2. Take CFA on Vocab. &


political spectrum. 15 20
min. (I.C.) Proficient: Applying 3

Introduction to East H.S. @


East H.S. 9:30 a.m. to 11:30
am.
th
We will be taking 4 period
to East and keeping them the
rest of the day.
1. Review activities; make up
work, video clip over steps to
becoming president.
Not a regular class day due
to the activity at East H.S.

3.Video Clip Electoral College


https://www.youtube.com/watc
h?v=W9H3gvnN468 6 min.
(W.C.)

3. Power point of steps


w/note taking form. 25
min. (W.C.) (I.C.) For E.S. ELL
& SPED students scaffolded
notes will be provided by the
teacher.

4. Video Clip
https://www.youtube.com/watc
h?v=wwMOqVxSb3A

8 min.
MATERIALS:
In focus, laptop, admit slip
one per student, readings
class set, note taking form
1 per student, power point
I Can:
I can list the steps to
electing the president.

to 4 vocabulary terms to the


Election process and correctly
answering the level 3 questions.
For E.S. ELL & SPED students
the CFA questions will be read
aloud by the teacher.

3. Political Cartoon My
Candidate Lost Application 15
min. (P.S.C.)
4. Finish power point: Steps to
becoming president w/note
taking. (W.C.) (I.C.) 10 min.

MATERIALS:
Political Cartoon class set,
I Can:
I can identify where Republicans and
Democrats fall on the political
spectrum and defend my answers.

MATERIALS:
Lap top, in-focus, student
work.
I Can:
I can review vocabulary and
complete missing
assignments.

Thursday 5th

2. Review of power point over


Steps to Electing a President
15 min. (W.C.) (I.C.) For E.S. ELL
& SPED students a printed copy
of the power point will be
provided.

4. Scholastic Electoral College


Game:
http://magazines.scholastic.com
/election-2012/lessonplans/electoral-college
15 20 min. (W.C.) If
computer technology is not
working we will project a large
electoral college map and
students will work in groups to
choose their states; teacher will
manually keep count of electoral
college votes!

MATERIALS:
News Ela article (class set)
Laptop, in-focus, presenter,
electoral college map (1) video
clip

I Can:
I can explain the purpose of
the electoral college.

Friday 6th
1. CNN Student News, watch
video, reflect and turn in
15 min (W.C.) (I.C.)
Day of Service during Wheel
Classes 8-10:00
2. Review for quiz, steps to
presidency and electoral
college. 12 15 min. (P.S.C.)
3. Take CFA on Vocab. &
political spectrum. 15 20
min. (I.C.) Proficient: correctly
answering the level 3 questions.
For E.S. ELL & SPED students
the CFA questions will be read
aloud by the teacher.

4. Clean out civics folders. 5


min. (I.C.)

MATERIALS:
Computer, In-focus, CNN
News reflection form 1 per
student, CFA 1 per student
I Can:
I can order the steps to
becoming a president and
explain the electoral college
process.

May 9th through May 13th , 2016


Essential Question: In what ways are our political views shaped?
Unit Goal: Students will learn about the mechanisms that allow citizens to organize and communicate their interests and concerns. Among
These are political parties, elections, interest groups, and media. Students learn about where their own political ideas fall on the political
spectrum and understand issues from a variety of perspectives.
Learning Objectives:
1. I can describe the process you would have to go through in order to become President of the United States.
2. I can explain, with examples, the role of third parties and the impact on the electoral process.
3. Identify where Democrats, Republicans and you fall on a political spectrum and explain your answer.
4. I can describe, with examples, ways individuals can become involved in the electoral process.
5. I can demonstrate the ability to compare and contrast primary and/or secondary sources and describe how the sources relate to the same
Topic.
6. I can write an argument focused on discipline-specific content.
7. I can identify specific concepts such as: political spectrum (liberal, moderate, and conservative), political parties (Democrats, Republicans,
Third parties), primaries, caucuses and Electoral College.

Monday 9th
1. Admit Slip
Electoral College -5 min.
(I.C.)
2. Steps to President review
10 min. (W.C.)

3. Scholastic reading:
Electoral College(red
states, blue states & swing
states) with notes 20 min.
(I.C.)
4. Scholastic Electoral
College math 15 min.
(W.C.) (I.C.)
MATERIALS:
Admit slip, Steps to
President (student copies),
Electoral College reading
class set, Electoral College
math 1 per student
I Can:
I can explain red, blue and
swing states and their
relation to the Electoral
College.

Tuesday 10th

Wednesday 11th

1. Role of 3 Parties in the


Electoral Process. Readings
created by teacher. Whole
class reads together (W.C.)
15 min.

1. Research 3 party political


candidates for project. 20
min. (W.C.) (I.C.)
rd
For the 3 party research
paper copies of information
will be available for those
students that are not
allowed to use technology.
2. Review Game Kahoot
review of vocabulary,
political spectrum, steps to
presidency and the electoral
college. 20 min (W.C.) (I.C.)
If students cannot follow
directions and use the I-Pads
correctly, they will have to
answer the questions on
individual white boards.
If computer technology is
not working we will provide
paper copies of research
information to the class.

rd

2. Third parties guided


notes, students use readings
to complete notes. (P.S.C.)
2030 min.
For E.S. ELL & SPED students
scaffolded notes will be
provided by the teacher.
Proficient is correctly
answering the level 3
questions

MATERIALS:
rd
3 Party readings class
set,
Guided notes 1 per
student
I Can:
I can explain the role of
third parties in presidential
elections.

rd

MATERIALS:
I-Pads 1 per student,
rd
research questions on 3
period candidates 1 per
student.
I Can:
I can use research and
review to deepen my
rd
understanding of 3 parties.

Thursday 12th
1. Political Cartoon The
Electoral States
Application 15 min. (W.C.)
Proficient is correctly
answering the level 3
questions

2. Finish research project


rd
on 3 party candidates.
25 min. (W.C.) (I.C.)
3. Review for Unit 6 District
Assessment. (P.S.C.) 15
min.
4. Students take all notes
related to Unit 6 home to
study. (I.C.) 3 min.
MATERIALS:
Political cartoon response
form 1 per student,
research materials, white
drawing paper 1 per
student. Colored pencils,
markers, crayons enough
for the class to share.
I Can:
I can describe the electoral
process and the importance
rd
of 3 parties in the
electoral process.

Friday 13th
1. CNN Student News, watch
video, reflect and turn in 15
min. (W.C.) (I.C.)
2. Review for Unit 6 District
Assessment: 10 15 min.
(P.S.C.)

3. Unit 6 District Assessment


25 30 min. (I.C.)
Proficient is correctly
answering the level 3
questions
For E.S. ELL & SPED students
the assessment questions will
be read aloud by the teacher.

MATERIALS:
CNN reflection sheet 1 per
student, Unit 6 DBA 1 per
student

I Can:
I can correctly answer level 2
and level 3 questions on the
unit 6 benchmark.

May 16th through May 20th , 2016


Essential Question: In what ways are our political views shaped?
Unit Goal: Students will learn about the mechanisms that allow citizens to organize and communicate their interests and concerns. Among
These are political parties, elections, interest groups, and media. Students learn about where their own political ideas fall on the political
spectrum and understand issues from a variety of perspectives.
Learning Objectives:
1. I can describe the process you would have to go through in order to become President of the United States.
2. I can explain, with examples, the role of third parties and the impact on the electoral process.
3. Identify where Democrats, Republicans and you fall on a political spectrum and explain your answer.
4. I can describe, with examples, ways individuals can become involved in the electoral process.
5. I can demonstrate the ability to compare and contrast primary and/or secondary sources and describe how the sources relate to the same
Topic.
6. I can write an argument focused on discipline-specific content.
7. I can identify specific concepts such as: political spectrum (liberal, moderate, and conservative), political parties (Democrats, Republicans,
Third parties), primaries, caucuses and Electoral College.

Monday 23rd

MATERIALS:
I Can:
I can enjoy my three day
weekend by having time for
myself and my family.
Follow levels of intervention for
students not participating
Praise students for effort and
positive behavior
Use academic
vocabulary/language with
students and require them to use
the same language.

Tuesday 24th
1. Scholastic reading:
Electoral College(red
states, blue states & swing
states) with notes 15 min.
(I.C.)

Wednesday 25th

Thursday 26th

1. Finish Research on
Legalization of Marijuana
Debate and hold classroom
debate 42 min. (W.C., I.C.)

1. CNN News with reflections


15 min.
2. News Ela article Obama &
Police Cameras 20 min.
(P.S.C.)
3. Readings on Gun Control
with follow up questions and
discussion.
(W.C., I.C.) (P.S.C.) 20 min.

2. Unit 6 District Assessment


Political Cartoon Application
15 min. (I.C.)
Unit 6 District Assessment
Make ups after political
cartoon is done
3. Legalization of
Marijuana writing
arguments and
discussion/debate 25 min.

I Can:
I can analyze a political
cartoon about the electoral
college.
MATERIALS:
Electoral College reading
class set, Political cartoon 1
per student, Debate
questions/research.

MATERIALS:
MATERIALS:
Questions and research
information on Legalization
of Marijuana 1 per
student, timer for teacher
I Can:
I can debate the pros or cons
of a topic using facts from
research to explain my
arguments.

CNN news with reflection form,


News Ela article (class set),
questions for article 1 per
student, Gun Control readings,
Laptop, in-focus,

I Can:
I can research a topic and
present an arguments based
on facts presented.

Friday 27th

Reward Day for


students:
Movie in the A.M.
Track & Field,
Minute to Win it
Activities in the
afternoon.
MATERIALS:
Various materials in each
teachers room; supplied by
individual teachers.

I Can:

May 30th through June 3rd , 2016


Essential Question: In what ways are our political views shaped?
Unit Goal: Students will learn about the mechanisms that allow citizens to organize and communicate their interests and concerns. Among
These are political parties, elections, interest groups, and media. Students learn about where their own political ideas fall on the political
spectrum and understand issues from a variety of perspectives.
Learning Objectives:
1. I can describe the process you would have to go through in order to become President of the United States.
2. I can explain, with examples, the role of third parties and the impact on the electoral process.
3. Identify where Democrats, Republicans and you fall on a political spectrum and explain your answer.
4. I can describe, with examples, ways individuals can become involved in the electoral process.
5. I can demonstrate the ability to compare and contrast primary and/or secondary sources and describe how the sources relate to the same
Topic.
6. I can write an argument focused on discipline-specific content.
7. I can identify specific concepts such as: political spectrum (liberal, moderate, and conservative), political parties (Democrats, Republicans,
Third parties), primaries, caucuses and Electoral College.

Monday 30th

No School
Memorial Day
Observed

MATERIALS:

Tuesday 31st

Wednesday 1st

Thursday 2nd

Friday 3rd

No
School
for
Students

I Can:

Schools
Out!!!