United States Government Unit 3 Suggested Dates

Transcription

1 Title Political Parties and Voting, Elections, Civics, Media Big Idea/Enduring Understanding Voluntary individual participation is essential for the U.S. constitutional republic to thrive.. Political parties have an important role in the U.S. system of government. United States Government Unit 3 Suggested Dates 4 weeks Guiding Questions Do we still need the electoral college or is it outdated? What is the function of political parties in our governmental system? The resources included here provide teaching examples and/or meaningful learning experiences to address the District Curriculum. In order to address the TEKS to the proper depth and complexity, teachers are encouraged to use resources to the degree that they are congruent with the TEKS and research based best practices. Teaching using only the suggested resources does not guarantee student mastery of all standards. Teachers must use professional judgment to select among these and/or other resources to teach the district curriculum. Some resources are protected by copyright. A username and password is required to view the copyrighted material. Knowledge and Skills with Student Expectations (10) Government. The student understands the processes for filling public offices in the U.S. system of government. The student is Standard Clarifications Vocabulary Suggested Resources Resources listed and categorized to indicate suggested uses. Any additional resources must be aligned with the TEKS. Coming Soon (A) compare different methods of filling public offices, including elected and appointed offices at the local, state, and national levels; Page 1 of 13

2 (10) Government. The student understands the processes for filling public offices in the U.S. system of government. The student is (B) explain the process of electing the president of the United States and analyze the Electoral College; and The process to be elected president of the United States is long and arduous. 1. Primaries and Caucuses Caucuses a meeting of like minded individuals who select the candidate they will support in the upcoming elections. Those attending select delegates to choose the candidates Primaries Citizens vote directly for nominees at the polls. 2. National Conventions Each major political party then holds a convention to formally nominate their candidate and to create a party platform. 3. Election On the Tuesday after the first Monday voters go to the poll to vote for their choice of candidates. They do not directly vote for their candidate instead they vote for the slate of electors who will vote in the electoral college. 4. Electoral College Specified in Article II, Section 1 of the U.S. Constitution, the Electoral College elects the nation s president. ABC Clio American Government Electing the President (overview) Electoral College CRS: The Electoral College: How it Works in Contemporary Presidential Elections.(2003) Bill of Rights Institute Video Library (Requires differentiated filtering main page includes links to short viewing guides videos hosted on YouTube and Teacher Tube ) Elections Selecting the President Page 2 of 13

3 (10) Government. The student understands the processes for filling public offices in the U.S. system of government. The student is (C) analyze the impact of the passage of the 17th Amendment. (11) Government. The student understands the role of political parties in the U.S. system of government. The student is (A) analyze the functions of political parties and their role in the electoral process at local, state, and national levels; (11) Government. The student understands the role of political parties in the U.S. system of government. The student is (B) explain the two party system and evaluate the role of third parties in the United States; and Bloom s Level Analyzing Prior to the 17 th amendment, each state legislature would elect two senators to 6 year terms. By the late 1800 s because of deadlock and corruption at the state level the Progressive reformers pushed to get a constitutional amendment that would allow for the direct election of Senators. Bloom s Level Analyzing Political policies exist to solicit and organize voters who share the same basic political philosophies.(abc Clio) Bloom s Level Evaluating The Republicans and Democrats are the two major political parties and they have dominated the United States political system since the 1860 s. The existence of two parties in Britain prior to the American Revolution suggests it is in part a cultural inheritance. Others have cited the tendency of Americans toward consensus and moderation as a cause rather than ABC Clio American Government Why Political Parties? (overview) ABC Clio American Government Two Party System (Overview) Page 3 of 13

4 (11) Government. The student understands the role of political parties in the U.S. system of government. The student is (C) identify opportunities for citizens to participate in political party activities at local, state, and national levels. (2) History. The student understands the roles played by individuals, political parties, interest groups, and the media in the U.S. political system, past and present. The student an effect of the system. Although the parties have core constituencies and take some specific stands on issues, they both remain politically flexible and prepared to fight for the broad political middle ground. When an issue appears that could create a third party threat, one of the parties, or sometimes both, will adopt or appear to adopt the issue as its own. This stance usually agrees with those concerned with the issue, since they have a better shot at promoting change as part of a major party. (ABC Clio ) Bloom s Level Remembering Individuals Political Parties Interest groups An organization that seeks to exert influence on public policy. Groups may pursue ABC Clio American Government Mass Media and Politics (overview) Interest Groups at Work( overview) Constitutional Rights Foundation (free registration required to access lessons) Page 4 of 13

5 (A) give examples of the processes used by individuals, political parties, interest groups, or the media to affect public policy; and (2) History. The student understands the roles played by individuals, political parties, interest groups, and the media in the U.S. political system, past and present. The student social, ideological, political, economic, or religious interests. Media A free press and the free dissemination of news and information is vital to a democracy. However, today with the advent of the internet and social networking the role of the media is evolving. Some media conduits have the power to determine what is considered news, decide if a topic will be discussed and greatly influence public opinion. Bloom s Level Analyzing thing? Are the News Media Focusing on the Wrong (B) analyze the impact of political changes brought about by individuals, political parties, interest groups, or the media, past and present. (15) Citizenship. The student understands the importance of voluntary individual participation in the U.S. constitutional republic. The student Bloom s Level Analyzing Page 5 of 13

6 (A) analyze the effectiveness of various methods of participation in the political process at local, state, and national levels; (15) Citizenship. The student understands the importance of voluntary individual participation in the U.S. constitutional republic. The student (B) analyze historical and contemporary examples of citizen movements to bring about political change or to maintain continuity; and (15) Citizenship. The student understands the importance of voluntary individual participation in the U.S. constitutional republic. The student (C) understand the factors that influence an individual's political attitudes and actions. (3) Geography. The student understands how geography can influence U.S. political divisions and policies. The student is Bloom s Level Analyzing (A) understand how population shifts affect voting patterns; Page 6 of 13

7 (14) Citizenship. The student understands the difference between personal and civic responsibilities. The student (A) explain the difference between personal and civic responsibilities; (14) Citizenship. The student understands the difference between personal and civic responsibilities. The student (B) evaluate whether and/or when the obligation of citizenship requires that personal desires and interests be subordinated to the public good; (14) Citizenship. The student understands the difference between personal and civic responsibilities. The student (C) understand the responsibilities, duties, and obligations of citizenship such as being well informed about civic affairs, serving in the military, voting, serving on a jury, observing the laws, paying taxes, and serving the public good; and (14) Citizenship. The student understands the difference between Bloom s Level Evaluating Page 7 of 13

8 personal and civic responsibilities. The student (D) understand the voter registration process and the criteria for voting in elections. (16) Citizenship. The student understands the importance of the expression of different points of view in a constitutional republic. The student (A) examine different points of view of political parties and interest groups such as the League of United Latin American Citizens (LULAC), the National Rifle Association (NRA), and the National Association for the Advancement of Colored People (NAACP) on important contemporary issues; and (19) Science, technology, and society. The student understands the impact of advances in science and technology on government and society. The student Bloom s Level Analyzing Bloom s Level Evaluating (B) evaluate the impact of the Internet and other electronic information on the political process. (20) Social studies skills. The student applies critical thinking Page 8 of 13

9 skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student (A) analyze information by sequencing, categorizing, identifying cause and effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions; (20) Social studies skills. The student applies critical thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student (B) create a product on a contemporary government issue or topic using critical methods of inquiry; (20) Social studies skills. The student applies critical thinking skills to organize and use information acquired from a variety of valid sources, including Page 9 of 13

10 electronic technology. The student (C) analyze and defend a point of view on a current political issue; (20) Social studies skills. The student applies critical thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student (D) analyze and evaluate the validity of information, arguments, and counterarguments from primary and secondary sources for bias, propaganda, point of view, and frame of reference; (20) Social studies skills. The student applies critical thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student (F) use appropriate mathematical skills to interpret social studies information such as maps and graphs. (21) Social studies skills. The student communicates in written, Page 10 of 13

11 oral, and visual forms. The student (A) use social studies terminology correctly; (21) Social studies skills. The student communicates in written, oral, and visual forms. The student (B) use standard grammar, spelling, sentence structure, and punctuation; (21) Social studies skills. The student communicates in written, oral, and visual forms. The student (C) transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate; and (21) Social studies skills. The student communicates in written, oral, and visual forms. The student (D) create written, oral, and visual presentations of social studies information. Page 11 of 13

12 (22) Social studies skills. The student uses problem solving and decision making skills, working independently and with others, in a variety of settings. The student is (A) use a problem solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution; and (22) Social studies skills. The student uses problem solving and decision making skills, working independently and with others, in a variety of settings. The student is (B) use a decision making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision. Vocabulary Electoral College Two Party System Lobbying PAC Interest Group Gentrification LULAC NRA NAACP Page 12 of 13

13 Platform Gerrymandering Page 13 of 13