Understanding by Design Exchange

Overview and Background: Unit: Political Parties

Matt Gallagher : Cheney USD 268

Social Studies. : Government : Government

Cheney : Grades 12 - 12 : Aug. - Jun.

Title: Political Parties

Topics: issues and distinctions in American political parties

Start Date: -

Other Designers:

Summary:
Students become familiar with process of choosing a political party and the reasons for affiliating with one party or another.

Print Materials Needed:
government textbook (we use McClenaghan, William A. 1992. Magruder's American Government. Needham: Prentice Hall. ISBN #: 0-13-544529-9); Life Magazine: Republicans are from Mars, Democrats are from Venus by Von Hoffman, Nicholas. (Nov. '96)

Resources:
current periodicals explaining or exemplifying the perspectives of American political parties today

Resource Attachments: http://www.cheney268.com/SS/gallagher/government/govtunits/politicalparties.htm

Internet Resource Links:
Link 1:http://www.cheney268.com/SS/gallagher/government/govtlinks.htm

Notes:

Stage 1: Identify Desired Results

State: KS Benchmarks 2 & 4

Title: 12th grade Civics-Government

Standard(s): Benchmark 2: The student understands the shared ideals and the diversity of American society and political culture.

Benchmark 4: The student identifies and examines the rights, privileges, and responsibilities in becoming an active civic participant.

Understandings:

user People group themselves according to interests and beliefs in order to gain comfort and influence.
There are many valid approaches to an issue, each dependent upon a person's perspective.

Essential Questions:

user Why do people join political parties?
What role do political parties serve in government?
What role does family & tradition play in affiliation?
How do the "platform" and value systems of different political parties transfer to society as a whole?

Knowledge and Skills:

K: their party's beliefs, the functions of political parties in American government, the origins of political parties in American government

S: articulate the ideology of their parties, distinguish between liberal and conservative perspectives

Stage 2: Determine Acceptable Evidence

Assessment Summary:
Students will demonstrate understanding of the political parties in American government and the manner in which they handle issues in America. Success in this project will include a realistic application of a party's ideology toward current issues facing America and why this is the best course of action. They will present their "platform" orally to the class at the "national convention."

Task/Prompt: Political Parties

Type:Performance Task

Topics: the issues and distinctions in American political parties

Summary:
Students will demonstrate understanding of the political parties in American government and the manner in which they handle issues in America. Success in this project will include a realistic application of a party's ideology toward current issues facing America and why this is the best course of action. They will present their "platform" orally to the class at the "national convention."

Print Materials Needed:

Resources:

Resource Attachments:

Internet Resource Links:
Link 1:
Link 2:
Link 3:
Link 4:
Link 5:

Notes:

Student Directions:
You are the chair of your political party. Your job is to construct a vision statement and platform for your party, which will include the following:

1. goals for the party's future
2. concerns and positions on current issues in America
3. problems with the other parties' ideologies

You will present your platform orally at the national convention.

Rubric(s)

Rubric: Political Parties Platform Speech

Summary:
Students will demonstrate understanding of the political parties in American government and the manner in which they handle issues in America. Success in this project will include a realistic application of a party's ideology toward current issues facing America and why this is the best course of action. They will present their "platform" orally to the class at the "national convention."

Trait: Project Model
Performance Type: Display.

Level 1: Incomplete Level 2: Fair Level 3: Good Level 4: Excellent

No explanation of the goals and functions of political parties.

No detail used communicating ideas.
Little explanation of the goals and functions of political parties.

Little detail used communicating ideas.
General explanation of the goals and functions of political parties.

Some detail used communicating ideas.
Clear and detailed explanation of the goals and functions of political parties.

Creative detail used communicating ideas.

Trait: Project Construction
Performance Type: Process.

Level 1: Incomplete Level 2: Fair Level 3: Good Level 4: Excellent

No organization.

Excessive spelling or grammatical errors.
Lacking organization.

Many spelling or grammatical errors.
Generally clean and organized.

Few spelling or grammatical errors.
Very clean and organized.

No spelling or grammatical errors.

Trait: Oral Presentation
Performance Type: Oral.

Level 1: Incomplete Level 2: Fair Level 3: Good Level 4: Excellent

Delivery is generally unprepared and distracted.

Missing or unacceptable introduction or conclusion.

Delivery is hindered by many filler words or nervous gestures.

Lacking eye contact or reads notes.
Delivery is sometimes unclear or unprepared.

Rough or unclear introduction or conclusion.

Delivery is somewhat hindered by use of filler words or nervous gestures.

Looks at notes often or one part of the audience.
Delivery is generally clear and on target.

Clear introduction and conclusion.

Little use of filler words or nervous gestures.

Eye contact is nearly consistent with the audience.
Delivery is expressive and concise.

Creative use of introduction and conclusion.

No use of filler words or nervous gestures.

Eye contact is consistent with entire audience.

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 emphasizing a particular party's perspective, identifying propaganda and biased information, unit test.

Stage 3: Plan Learning Experiences and Instruction

Learning Activities:

W
Students will become familiar with different political parties in American politics and the purpose they serve. Students will also be challenged to declare a belief and defend their belief in front of others.

H
Begin by asking student what political party they belong to, what that party stands for, and why they choose to affiliate themselves with their party. Continue the exercise by asking students what political parties their parents belong to and what motivates these affiliations.

E
Through reading, debates, and discussions of current issues, students will become more familiar with the positions of political parties.

* 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 time for students to find an example of political propaganda, which they will then present to their group and share with the class. Students should present the message they have found as well as factual statements. Those student observing should then identify which statements are true and which are false.

R
Party platform speeches will be delivered before the class and compared with the party's professed beliefs. Students will get a chance to interact with each other's ideas.

E

Party Platform task
Students will demonstrate understanding of the political parties in American government and the manner in which they handle issues in America. Success in this project will include a realistic application of a party's ideology toward current issues facing America and why this is the best course of action. They will present their "platform" orally to the class at the "national convention."

Student Directions:
You are the chair of your political party. Your job is to construct a vision statement and platform for your party, which will include the following:

1. goals for the party's future
2. concerns and positions on current issues in America
3. problems with the other parties' ideologies

You will present your platform at the national convention.

Title:	Political Parties
Topics:	issues and distinctions in American political parties
Start Date:	-

Resource Attachments:	http://www.cheney268.com/SS/gallagher/government/govtunits/politicalparties.htm
Internet Resource Links: Link 1:http://www.cheney268.com/SS/gallagher/government/govtlinks.htm

State:	KS Benchmarks 2 & 4
Title:	12th grade Civics-Government
Standard(s):	Benchmark 2: The student understands the shared ideals and the diversity of American society and political culture. Benchmark 4: The student identifies and examines the rights, privileges, and responsibilities in becoming an active civic participant.

Understandings:
user	People group themselves according to interests and beliefs in order to gain comfort and influence. There are many valid approaches to an issue, each dependent upon a person's perspective.

Essential Questions:
user	Why do people join political parties? What role do political parties serve in government? What role does family & tradition play in affiliation? How do the "platform" and value systems of different political parties transfer to society as a whole?

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 emphasizing a particular party's perspective, identifying propaganda and biased information, unit test.