UbD Template 2.

Course: 11th Grade Democracy in America Teacher: Michael Giovannangelo

Topic/Unit: United States Electoral College/ Primary Elections Duration: 3 weeks

Established Goal(s)/Standard(s):
5.3.12.D: Evaluate the roles of political parties, interest groups, and mass media in politics and public policy. 5.3.12.E: Evaluate the fairness and effectiveness of the United States electoral processes, including

Transfer
Transfer Goals: Students will be able to independently use their learning to: Recognize the role of Primary Elections and their affects on Presidential Candidacy Determine and defend their stance on issues commonly debated in Politics

Meaning
Understandings: Students will understand: 1) How stances taken by politicians on critical topics affect their political affiliation and electability 2) The role of the electoral college in the Presidential Election process 3) The difference in running for election in the Primary and General Election Essential Questions: Students will keep considering 1) Why am I a member of a specific political affiliation (republican, democrat, independent, third party)? 2) What political issues most affect how I plan to vote? 3) How does my vote affect our countrys political landscape? .

Acquisition
the electoral college.

Knowledge: Students will know . . . 1) What role the electoral college plays in Presidential Elections 2) What it means to be conservative or liberal 3) The role the media plays in Presidential campaigns 4) Why some states carry more importance to candidates then others 5) The affects of third party candidates 6) What divisive topics are prominently debated in the political arena

Skills: Students will be skilled at . . . 1) 2) 3) 4) Written expression of ideas Oral expression of ideas Tracing the influence of political affiliation to stance on an issue Communicating with peers about findings with composure, discussing differences or similarities found never arguing

EDUC 775

Based on ideas of Wiggins & McTighe 2011

UbD Template 2.0 Stage 2: Assessment Evidence

Coding Alignment E1 1, 2, 3, 6 E2 2, 3, 6 E3 4, 5, 6 U1 1, 2, 3, 6 U2 1, 2, 3, 6 U3 - 4, 5, 6 Performance Tasks: 1) Students will use library time to take questionnaires designed to determine their political party. 2) Students will chose a controversial political issue and stance on the issue. Then they will research their issue using class time and school resources to gain the needed background knowledge to engage in a debate. Students will then participate in classroom debates against peers who have chosen the opposing stance on each topic. 3) Students will write rotating essays about the controversial political topics discussed. Each student will begin writing and introduction on a topic discussed (and stance) of their choosing. After five minutes that students will then pass their writing to the person to their right, who will right the first body paragraph of the same paper (student A then receives a paper from their neighbor) . They will be required to continue the thoughts of the initial writer, and defend the topic and stance taken by them. After ten minutes the paper will pass to the right again, with the new writer adding a second body paragraph (which will be the second point in the thesis statement written by the introduction writer). After ten minutes the paper will pass for the final time at which point the final person to receive each essay will have ten minutes to write a conclusion summarizing the ideas presented in the paper and relating them back to the introduction. The paper should flow smoothly from writer to writer and defend one stance seamlessly as though it was written by a single author. 4) Students will participate in a primary caucus, which will bring the number of candidates down to two from each party. The remaining candidates will then participate in a debate to determine who will move on to the general election. I will ask the questions, along with questions submitted by students (handed in the class period to simulate questions submitted by the general public). During the debate students will fill out observation forms that will require them to rate each candidates performance and electability. The results of these forms will be calculated and the candidate from each party with the highest score will get two extra votes added to their total when the Primary Election vote is held to simulate the affect of the media praising or criticizing a candidates performance. 5) The remaining two candidates will then begin their General Election campaigns. Students will be broken up into groups of four and then choose a candidate they which to support. Throughout the election process groups will create campaign posters to promote their candidate or criticize the other, write editorials with the same purpose, and lastly create campaign videos. Editorials and videos will be posted on the class website for contemporary issues students to review, those students will choose a candidate to support from the materials available and receive three extra votes in the election. These extra votes will serve to show the power of funding and SuperPacs, showing students the advantage gained by candidates with greater amounts of money and support behind them. 6) Students will take an assessment detailing; the requirements to run for president, the events occurring from their decision to run through election day, and outside forces that can affect a candidates success in their campaign.

EDUC 775

Based on ideas of Wiggins & McTighe 2011

UbD Template 2.0

Other Evidence: Students ask detailed questions about the controversial topics discussed showing consideration for both sides of the argument and a willingness to consider other perspectives. Proof of understanding the stance taken by liberal or conservatives by playing the role assigned properly throughout the course of the election and debates. Students group discussions will be monitored through my circulation of the room while they discuss their ideas. This will give me the opportunity to assess who is activity participating in the conversation and who is not. I will also be given a strong understanding of what questions may still be unanswered and need be reviewed before the cumulative assessment.

Stage 3: Learning Plan

Coding Pre-Assessments: Students understanding and misconceptions will be checked in a number of ways prior to their cumulative assessment: Researching and presenting information about a controversial topic often discussed in campaign season to provide students with the needed background to complete the debate activity. Observation forms filled out by students during presidential debates will show their understanding of the election process and what makes a strong candidate Learning Events: Progress Monitoring 1) Students will take an online questionnaire to determine whether they are members of the Republican or Democratic Party. (1 day) 2) Students will be introduced to a number of controversial topics often seen in political debate, from which each student will be assigned one to research. Students will be given one period to use school resources following which all further research will be completed independently. Students will then debate with the person who has the opposing stance in the periods to follow. (5 days) 3) After the completion of the debates students will participate in the rotating essay activity. (1 day) 4) I will present the requirements that must be met to run for President after which three students from each party will volunteer to be presidential candidates each giving a short speech about why they would like to run for president. (1 day) 5) I will begin discussing primary elections by presenting information detailing the workings of a caucus and how they affect a presidents candidacy. This will include a caucus activity where students will first vote via caucus on their favorite winter activity. Next students will stand in groups around the candidate they Student progress will be monitored through two formative assessments, both building towards the cumulative quiz at the end of the unit. Formative assessments are scaffolded building towards the final assignment, first giving students a background of the requirements for the presidency, then showing them how the campaign process works. Finally students are asked to run their own campaigns in class providing them a first hand look at the demands placed on candidates. Feedback will be provided from every

EDUC 775

Based on ideas of Wiggins & McTighe 2011

UbD Template 2.0

support for president. The candidate with the least supporters around them will be removed from the running and those who had been supporting them must then choose one of the remaining candidates. (1 day) Following the caucus I will discuss open and closed primaries, their pros and cons and other options that are available to replace those systems. Following the presentation the class will vote on whether our next round of elections will be open or closed primaries. (2 days) The remaining candidates will then participate in a debate to determine who will move on to the general election. I will ask the questions, along with questions submitted by students (handed in the class period before on slips of paper handed out to simulate questions submitted by the general public). During the debate students will fill out observation forms that will require them to rate each candidates performance and electability. The results of these forms will be calculated and the candidate from each party with the highest score will get two extra votes added to their total when the Primary Election votes are held to simulate the affect of the media praising or criticizing a candidates performance. (1 day) I will begin presenting the information about the general election process to prepare students for the election simulation. Students will be introduced to the group project and choose groups of four based on their party affiliation, and will be given the details of the campaign assignment. Any remaining time can be used to begin planning their campaign strategy (1 day) Students will be given library time to begin working on their projects (1 day) I will wrap up the final information on the general election and Electoral College. (1 day) Students will take an assessment detailing; the requirements to run for president, the events occurring from their decision to run through election day, and outside forces that can affect a candidates success in their campaign (1 day) assignment. Students will have their assignment returned with comments, allowing them to make adjustments and understand where they need improvement. I will meet with students while they work in groups to monitor their progress and provide feedback on their assignments and where they may want to place more or less emphasis.

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EDUC 775

Based on ideas of Wiggins & McTighe 2011