| Overview and Background: Unit: Elections and Voting |
| Matt Gallagher : Cheney USD 268 |
| Social Studies. : Government : Government |
| Cheney : Grades 12 - 12 : Aug. - Jun. |
| Title: | Elections and Voting |
| Topics: | the election process and voting trends |
| Start Date: | - |
| Other Designers: |
| Summary: In this unit students will become more familiar with the concept of representative government and the process of maintaining representation. Study will include analysis of voting trends and the concept of public opinion. |
| Print
Materials Needed: government textbook (we use McClenaghan, William A. 1992. Magruder's American Government. Needham: Prentice Hall. ISBN #: 0-13-544529-9); articles dealing with election law, term limits, campaign contributions, etc. |
| Resources: web access for FEC homepage and research of voting trends |
| Resource Attachments: | http://www.cheney268.com/SS/gallagher/government/govtunits/electionsandvoting.htm |
| Internet
Resource Links: Link 1:http://www.cheney268.com/SS/gallagher/government/govtlinks.htm |
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| Notes: |
| Stage 1: Identify Desired Results |
| State: | KS Benchmarks 2 & 4 |
| Title: | Civics-Government |
| Standard(s): | Benchmark
2: The student understands the shared ideals and the diversity of
American society and political culture. Indicators: The student: 3. knows core civic values inherent in the founding documents that have been the focus for unity in American society (i.e., free speech, religion, press, assembly, and other basic civil rights). 4. explains the importance of shared political and civic values and beliefs to the maintenance of a government by constitution in a diverse American society (i.e., freedoms and responsibilities within the Bill of Rights, civil rights amendments and other documents related to our government by constitution). 6. explains the meaning of citizenship in the United States. Benchmark 4: The student identifies and examines the rights, privileges, and responsibilities in becoming an active civic participant. Indicators: The student: 1. explains the role of political parties in channeling public opinion, allowing people to act jointly, nominating candidates, conducting campaigns, and training future leaders. 2. explains how public policy is formed and carried out at local, state, and national levels and what roles individuals can play in the process. 3. analyzes policies, actions, and issues regarding the rights of individuals (e.g., Brown vs. Topeka Board of Education, American Disabilities Act, Title 9, PL94142). 4. examines issues regarding political rights (e.g., to be an informed voter, participant in the political process). 5. analyzes issues regarding economic rights within the United States (i.e., free enterprise, rights of choice, government regulation). 7. defines issues regarding civic responsibilities of citizens in the American constitutional government (e.g., obeying the law, paying taxes, voting, jury duty, serving our country, involved in the political process). 8. evaluates, takes, and defends positions about the roles of interest groups, voluntary associations, and other groups in American politics and the consequences of conflict among these groups in the promotion and implementation of public policy. |
| Understandings: | |
| user | Voting
for a representation in government is a fundamental part of democracy. Representative government does not always reflect the will of the people. The process of organizing equal representation is complicated and controversial. |
| Essential Questions: | |
| User | What
motivates voter behavior? How does a government ensure fair and equal representation? Does an indirect democracy truly reflect the will of the people? |
| Knowledge and Skills: |
| Students will develop a real understanding of election laws and voter demographics. Students will be able to outline the process of planning strategy and executing a successful campaign. |
| Stage 2: Determine Acceptable Evidence |
| Assessment
Summary: The student's job is to demonstrate understanding of voting behavior and our country's election process, which will be completed in the context of an election campaign. |
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| Other assessment evidence to be collected: | |
| Process check | |
| Formative
evaluations will consist of reading assignments and quizzes, constructed
responses to reading and video, discussion and debates, unit test. |
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| Stage 3: Plan Learning Experiences and Instruction |
| Learning Activities: |
| W Students should become more familiar with the concept of representative government the process of maintaining representation. Students will be challenged to analyze whether or not their political beliefs align with those of the party with whom they have chosen to affiliate and whether or note these beliefs are being represented. H Ask students to articulate a political position in which they believe in a class discussion. Suggested topics should be timely and relate to students' lives. From this point, the natural differences in students' beliefs will facilitate further discussion and debate. E Students will become familiar with the basic vocabulary and policy of elections, voting, and active participation in the democratic process. * Students will research a comparison in fund-raising by different parties and explain possible reasons why one party might raise more money than another. * Students will organize themselves into political parties of their own choosing. Once parties are formed, introduce topics for discussion/debate. Provide students with time to research the official party platform and develop arguments defending the party line. Students will get an opportunity to contrast their personal beliefs with those of their chosen party. * Provide students time to research voter demographics from across the United States. Student must then explain why their party received more or fewer votes in different parts of the country. R In presenting their political views to others, students will be required to process and respond to opposing views. E Students should be able to successfully apply their understanding of election law and voting demographics to planning a successful campaign. Performance Task The student's job is to demonstrate understanding of voting behavior and our country's election process, which will be completed in the context of an election campaign. Scenario: You are a political analyst and consultant hired by a national political party to improve their performance in elections. They have contracted you to do the following: 1.identify the demographic that ordinarily votes for your party and explain why 2.identify the demographic that ordinarily does not vote for your party and explain why 3.design a campaign for your party*s run in the next presidential election that includes: a. national advertising campaign b. incorporation of the party's platform c. itinerary of speaking engagements and public appearances d. a cost analysis report of all of these activities for the FEC |