Edtpa Lessonplans Ctrentman

Social Studies Education
Introduction
Social Studies Education Lesson Plan Template v. 11

Teacher Candidate Name: Connor Trentman
Lesson Title:
Grade Level: 11-12
Essential Question: What effects do different groups interest have on the political process?
Lesson Foundations
Content Standards
American Government
2. Political parties, interest groups and the media provide opportunities for civic involvement through various means.
SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions with diverse partners on
topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively.
Learning Objective(s)
Students will be able to
LO1: Students will be able to compare the ideology of the two major political parties.
LO2: Students will be able to evaluate the effects that a two-party system
Prior Academic
Knowledge and Skills
Students will understand the motivations of political parties to control the different branches of government.
What knowledge, skills, and

concepts must students already
know to be successful with this
lesson? (What have you taught
previously that will inform what
they are learning today?)
Materials & Resources
IPad
Cartoon
Pro and Con Article
Political Platform websites
Assessments
Describe the assessments that will be used in this lesson to monitor students mastery of the lesson objective(s). List assessments in order in which they appear in the lesson.
1 The lesson plan template offers an opportunity for candidates to practice documenting their thinking when planning initial lessons. It is intended to prepare candidates to articulate their thinking and justification for
plans and we recognize the level of detail required here is not what you will be doing in student teaching. Please note this is still part of our scaffolded process to build habits for good planning.
Introduction
Name of Assessment
(Formative or
Summative)
Description of assessment
Evaluation Criteria - What is the evidence (the answers) of student learning?

Specifically list evidence of learning and learning objectives.
Political Party
Research Activity
(LO1)
(Formative)
The teacher will begin by

introducing certain
political policies without
denoting what party they
belong too. The teacher
will assign roles to the
class as either Republican
or Democratic. Students
will be asked to use IPads
to help them research their
assigned party. After the
students have taken note
of their partys policies, the
class will take part in a
controlled discussion
trying to convince those
who are assigned to be
undecided to commit to
one side or the other.
Students will be given a
graphic organizer and an
assigned reading that gives
pros or cons of the two
party system. They will
read their article and jot
down ideas they think are
important on one side of
the graphic organizer.
They will then pair with a
classmate with the other
article and work to fill in
Students will be introduced to the ideology of not only Democrats and Republicans.
They will be able to see the difference in the core beliefs of certain parties. Students
will understand the difference in the terms Liberal and Conservative.
Students will show knowledge of their assigned party by addressing any of the
following current issues here in the US.
Immigration
Policing
Taxes
Big vs Small Government
Universal Health Care
Minimum wage
Federal Spending
Common Demographics
Students should be able to provided evidence from their research to defend one side of
at least 2 of these issues. Following the activity students will be asked to give two of
the strongest points from both sides to be written down and turned in.
Pros and Cons

Highlight the
Highlighted
(LO2)
(Formative)
Students will fill out their Pros and Cons list with specific examples from the reading.
They will be expected to fill in at least one effect that they think the two party system
has on democracy not provided in the text.
Pros
Party system is convenient for voters
Stabilizes the political beliefs of citizens
Discourage sudden and radical shifts in ideologies
Encourages political participation
Makes organizing elections easier
Students are not limited to just these answers
Cons
the side not aligned with

their reading to complete
the Pros and Cons list
Quick Write (LO1)

(LO2)
(Formative)
Students will be asked to

answer the following
questions on a piece of
paper to be turned in.
What do you like/Dislike
about each political party?
Support your answer with
evidence or examples (2-3
sentences)
What would you change
about the two-party
system support your
answer with evidence? (23 examples)
Introduction
Limits Debate
Blinded by partisanship
Makes voters feel very limited
Creates us vs. them mentality
Students will answer the first question with specific example discussed in class with
regards to the differentiation between the two political parties. Taking one side of any
of the major issues discussed during the first activity.
Examples:
Big or small government
- Big because it allows government to protect its citizens or Small because free
markets and less taxes foster innovation and capitalistic growth.
Policy on health care
- It gives everybody the right to have substantial healthcare or it is not a right
of a citizen to have healthcare
Flat tax vs. Progressive Tax
- Successful people should not be penalized by having to pay more in taxes or
Those who make more money should be taxed more to help the country as a
whole
Immigration policy
- Citizens are losing jobs to people entering the country illegally and refugees
present a threat to safety or it is not fair that a country founded by
immigrants is refusing the opportunity of success and safety to other
groups.
The second question asks students to extend their understanding of the effects of the
two party system. They will be expected to fix what they think is the biggest problems
with the two party system. If I student thinks a two party system is the best the way it
is they will be asked to explain why while providing examples. Students will display
the understanding of the effects of the two party system by addressing how it has
separated voters in the country. They will address the negative effects and provide
solutions that address the effects of the two party system. They will be expected to
address one or two of the issues addressed on the con side of the graphic organizer.
Evidence
- Additional parties would keep citizens from being locked into partisanship
Introduction
New ideas and innovations would be brought forward in a meaningful way

with additional parties
Small groups would feel better represented in elections
If they agree with the two party system, they will be expected to provided evidence as
to why it makes to most sense.
Examples
Makes organizing voters more efficient
Easier for voters to understand
Makes elections easier to organize
Promotes common positions
Tradition
Instructional Procedures/Steps
Description of what the teacher (you) will be doing and/or what the students will be doing.
Each portion of this section should be aligned with learning objectives. Note when you are addressing a learning objective and when enacting an assessment.
Teacher will
Student will
The teacher will have questions prepared on the

board accompanied by a political cartoon for the
students to answer as they enter the classroom.
- Describe what you see in this image.
- What do you think the cartoon is trying to
portray?
- What is the symbolism that is present in the
picture?
The teacher will first take the time to go over the LOs
and EQ for the days class.
The teacher will introduce the two political parties
and explain some of the major differences such as
Big Government vs Small Government
Flat Tax vs Tax based on income
s
Students will enter classroom and start working on
answering the questions displayed on the board. They will
work silently
Include instructional practices, questions you will ask, checks for

understanding, differentiation, evidence of culturally responsive
teaching practices.
Opening
_____5____ Minutes
How will you begin the lesson
to engage students, activate
prior knowledge, and
communicate what students
will be learning?
Instruction
_____35____ Minutes
Procedures and steps to the
lesson.
Strategies?
Assessments?
Q & A?
What will students be doing?

What evidence of learning will students demonstrate?
Student-centered learning/opportunities for practice and application.
Students will actively listen by writing down what they

think is important and what is emphasized by the teacher.
They remain seated and attentive during the instructional
time. Students will engage in the discussion with the teacher
following instruction to help explore some other ideas that
may not have been covered in lecture. This discussion will

-
DOK or Blooms levels?

Evidence of learning?
CRP?
Planned supports?
Transitions: Identify when

you are transitioning and
how you will make that a
smooth transition?
Some demographics
The teacher will also give some background on the
two parties further differentiating the two and their
ideologies. Following this the teacher will engage the
students in a brief discussion.
- What other differences do you know of between
the two parties?
- What differences do you think are the most
important?
- I there any generalizations made about each
party?
Following this brief instruction student will be given
IPads and assigned a role as either a conservative,
liberal, or undecided. They will be asked to use the
technology to look up arguments as to why people
should vote in favor of their assigned ideology. The
undecided voters will be asked to briefly review both
sides. After 8 minutes the students will be asked to
present what they found and try to persuade the
undecided voters in groups of 4-5. The undecided
voters will realign with one side or the other.
Following the activity students will be asked to give
two of the strongest points from both sides to be
written down and turned in. during this time the
teacher will be walking from group to group helping
aid conversations and answer any questions the
students might have.
The teacher will collect those responses and move
into the next activity. The teacher will transition into
the effects of political parties by leading a quick wrap
up conversation with the class
- Why was it so hard to get the class to agree with
one party?
Introduction
also help track that the students understand the main

underlying theme of what each party stands for and
represents
Student will be asked to go to the back of the room for an

iPad to assist their work for the following activity. Students
will receive the role that they are asked to defend and use
the iPads to take notes and create an argument as to why
their side is the best choice for an undecided voter possible
topics include but are not limited to
Immigration
Policing
Taxes
Big vs Small Government
Universal Health Care
Minimum wage
Federal Spending
Both sides will be asked to participate in discussion. After
the instruction students will show what they have learned
by writing down two of the most important issues for their
assigned party. Any of the topics above can be addressed
but must be supported with reasons why they made their
selection.
Closure
_____5____ Minutes
-
Assess?
Wrap up?
Set-up?
Differentiation/
Modifications/
Enrichment
Differentiation: How will
you provide students with
specific learning needs
instructional support? How
Half of the students will receive an article describing

pros of the two-party system and the other half will
get one describing cons. The teacher will give the
students time to read over the reasons and
descriptions of the pros and cons. The will either
need to highlight points they view as most important
or write them down as they read. The teacher will
bring the class back together to discuss what the
students have found. The teacher will write on the
board what the students highlighted as the most
important concepts and ideas while also challenging
them to think more deeply with additional questions
Additional Questions
What is a Pro or Con that you can think of not
discussed in the article?
Can some of the Pros really be a Con and vice
versa?
What effects would a third party have on this
list?
How does the first activity about political
parties reflect some of the pros and cons of
this list?
Students will be asked to responded to two questions
individually to be turned in.
What political party do you think you
associate with and why? (2-3 sentences)
What would you change about the two-party
system and why? (2-3 examples)
Introduction
Students will read the assigned article individually while

highlighting or taking note of what they think are the most
important reasons why or why not a two-party political
system works. Answers may be but not limited to
Pros
Party system is convenient for voters
Stabilizes the political beliefs of citizens
Discourage sudden and radical shifts in ideologies
Encourages political participation
Makes organizing elections easier
Cons
Limits Debate
Blinded by partisanship
Makes voters feel very limited
Creates us vs. them mentality
Student will work silently and individually to address the

last two questions that address the LOs. They will turn in
their answers before leaving class. Students will use
knowledge of the term conservative and liberal to make
their arguments. For the second questions students, will
need to reference the pros and cons discussion in order to
argue their point.
IEP Students: Guided notes for the lecture portion of the class, pre-highlighted articles for the pros and cons activity
504 Plans: Guided notes for the lecture portion of the class, pre-highlighted articles for the pros and cons activity
ELL Students:
Introduction
will you provide students

access to learning?
Gifted/Talented: additional questions that are used in the lesson. These students might also be assigned both
political parties or both the pros and cons article if they finish early.
Struggling Students: Teacher support through leading questions and the option to work with someone around them
Introduction

Lesson Title: Day 2
Grade Level:
Lesson Foundations
Content Standards
American Government
Prior Academic
LO1: Students will be able to identify bias in media
LO2: Students will be able to explain the cause and effect of private sector control of media
Students will understand the presence of conservative and Liberal ideologies. They will know these two
groups fight for power. The understanding of partisan ship will lead to the discussion of how and why media
asks in the way it does.
Yellow Journalism Video

3 Different News Sources - YET TO BE DETERMINED
Introduction
Assessments
Name of Assessment
(Formative or
Summative)
Bell Ringer
Work Mat
Formative
(LO1)(LO2)
Quick Write
(LO1)(LO2)

Following a brief Video

that highlights the
dramatic nature of news
programs today, students
will respond to the
statement The news is the
best form of media because
of its reliability
There will be four
assessments in this activity
Following a clip from three
different news reports
students will be asked to
respond to the questions
Who does this source
support or oppose and
how do you know? in the
last quadrant students will
be asked to describe what
effect these biases on
public opinion
Students should begin to start thinking about bias to help activate their background
knowledge necessary for the lesson. They become aware that the news often creates
stories to gain viewership and promote certain agendas.
Students should answer that many news sources cannot be trusted because their
primary objective is to gain viewership. The first amendment protects these sources
and allows them to publish what they think is best for their own self-interest. News has
become glamorized in order to drive up profits and keep viewers entertained.
Students will respond to

the questions Why is
there bias present in the
media? Explain. Give two
Students will be asked to correctly identify the bias in the given news clips and
readings. After each individual piece of media the class will be expected to participate
in discussion about what the bias is present.
Once the teacher feels the class recognizes the bias of one clip he/she will move onto
the next clip.
After the third discussion, the teacher will pose the question How do you think these
biases affect public opinion?
Incorrect or omitted information allows sources to dictate the image created by
a story.
Creates stronger sense of partisanship
Dramatic news may not be informative
Facts presented may be incorrect or irrelevant
Fails to portray multiple perspectives
Individually students will write their answers to the question using information for the
days lesson
Why is their bias present in the media from a political view and a business view?
example from todays class

or your own life of media
bias not from TV and
explain how it is bias
Introduction
Students should answer that many news sources cannot be trusted because their
primary objective is to gain viewership. The first amendment protects these sources
and allows them to publish what they think is best for their own self-interest. News has
become glamorized in order to drive up profits and keep viewers entertained.
Media is often funded by certain groups that support one area of the political
spectrum
Media is under control of a small number of large companies
Government cannot filter what media is printed
The public sector is responsible for the information and the way it is presented
to the public.
This presence of bias changes the way the public vies certain stories and
individuals.
Teacher will
Student will
The teacher will begin class by showing a video that

shows the dramatic nature of news media. Students
will respond to this video with a quick write.
The news is the best form of media because
of its reliability
Why are stories like these so common?
Students will watch the video silently. No notes will be

required but they are an option.
Students should begin to think about the effects of
the mainstream medias glamorization of news and
the effects it has. Students should answer that many
news sources cannot be trusted because their
primary objective is to gain viewership. The first
amendment protects these sources and allows them
to publish what they think is best for their own selfinterest. News has become glamorized in order to
drive up profits and keep viewers entertained.
During the lecture students should be taking notes. They
will remain silent and attentive to the teacher during the
instruction. They should continue to understand that media
companies and sources do not always have the publics best

teaching practices.
Opening
_____6____ Minutes
will be learning?
Instruction
____33___ Minutes
lesson.
The teacher will give a lecture on how main stream

media works today. The fact that only a few large
companied control programing has created a bias.
The teacher will explain how funding to these large


-
Strategies?
Assessments?
Q & A?
CRP?
Planned supports?

smooth transition?
broadcast companies dictates the tone of their

content. It is important that the students are aware
of this point. Students should begin to view sources
in class through a more critical lens following this
explanation.
The teacher will then show three clips of the same
news story from three different sources (It will be a
current event and I will insert it closer to the actual
teaching of the lesson). In between the three clips the
teacher will lead a discussion using the following
questions. The students will be given time to fill in
one of the squares in their work mat for each of the
clips. They will be asked to respond in 3 sentences so
that they stay concise and write down the main
points only.
Who does this story support?
What is left out?
How can you tell what the objective of the
source is?
What effect does this have on the viewer?
The teacher will allow time before each of the three
discussions for students to write their responses and
build their arguments. By giving the students time
before the class discusses as a group students can
create meaningful responses and build confidence in
their answers.
Closure
____6____ Minutes
-
Assess?
Wrap up?
Set-up?
Student will be given an opportunity to ask any

questions about the lesson before the final writing
activity. Students will be asked to respond to the
prompt individually. The writing will be collected
Introduction
interest in mind. They will learn that profits often drive

media and what effect this has on public opinion.
WANT THE VIDEOS TO BE CURRENT EVENT. WILL PUT IN
CLOSER TO THE ACTUAL TEACHING. Students should be
looking at these videos critically though. It is the skill being
learned not the content of the videos that will be assessed
During the first clip students will write down anything that
they think is interesting or evidence of the bias the class has
already discussed. They should view this clip through a
critical lens and try to expose any flaws in the report. They
will begin to build an argument as to why this clip is bias
The clip purposely leaves out information to skew
the story in one way or another.
The omission of information allows the source to
alter the story to its pleasing
Following the clip students will discuss as a class using the
teachers questions and fellow classmates questions to
guide the topic. Students should identify
The story supports a certain point of view using
knowledge of political ideologies and examples from
the clip to support this.
Leaving key points of the story out help to change the
tone of the report. The students will reference
specific example from the clip.
Students will use their knowledge of how broadcast
companies are motivated by profits to explain why
this source provides facts and evidence in the way
that it does. Students will identify that the source
supports the conservative view point
Individually students will write their answers to the
question using information for the days lesson
Why is their bias present in the media from a political view
and a business view?
Introduction
Students should answer that many news sources cannot be

trusted because their primary objective is to gain
viewership. The first amendment protects these sources and
allows them to publish what they think is best for their own
self-interest. News has become glamorized in order to drive
up profits and keep viewers entertained.
Media is often funded by certain groups that support
one area of the political spectrum
Media is under control of a small number of large
companies
Government cannot filter what media is printed
The public sector is responsible for the information
and the way it is presented to the public.
The motives of media create a public image that is
seen by large groups of people. These motives have
different effects on their viewers. Media has the
ability to change public opinion despite its accuracy
or integrity.
Differentiation/
Modifications/
Enrichment
access to learning?
IEP Students: These students will not be required to speak in class wide discussion. They will be required to write
something down to review with the instructor at a later time to ensure they have met the learning target.
504 Plans:
ELL Students:
Gifted/Talented: additional questions that are used in the lesson. The role of devils advocate will be assigned to
these students to help them take on another perspective and challenge their thinking.
Struggling Students: These students will be closely monitored. During the next lesson there will be more practice
and if students still do not understand the topic the teacher will allow them more time and further instruction
Introduction

Lesson Title: Day 3
Grade Level:
Lesson Foundations
Content Standards
American Government
Prior Academic
LO1: Students will be able to recognize bias in different forms of media throughout history
LO2: Students will be able to analyze the cause and effect of media on political parties
Students will have practiced argument building and looking at sources critically. These skills will be needed
to be successful in the final assessment. Understand of the media and political ideologies from the previous
two classes will also be needed to complete the final assessment.
DBQ Packet
iPads
Introduction
Assessments
Name of Assessment
(Formative or
Summative)
DBQ Packet
Questions
(LO1)(LO2)

A Packet of different media

will be distributed to the
class along with some lowlevel questions about each
individual Source
Essay (LO1) (LO2)

Summative
Students will be asked to

deepen their learning by
writing an essay using the
past 2 classes and the
material given to them in
the DBQ packet
Students will move around the room to different stations answering questions about
the different sources provided. Students will take note of what they think is important
to help them with their essay assignment at the end of the DBQ activity. Students
should begin to gather examples of media bias through these sources and by
answering the questions
Mother Jones and the New York Times give a left leaning view of political
parties while Rush Limbaugh and Fox News support right wing candidates.
Media sources often ignore the negative actions or impacts of Liberal or
conservative policy and focus on how the other side is wrong. These sources
work to create a negative image for public officials of the opposition while
building up candidates that align with their own values. Because media is
private and protected by the first amendment there is little regulation. The
media is seen by so many people that this often leads to a strong split between
the parties and is often hard to detect bias. The media is a powerful tool and
creates these images that influence voters.
Students will be asked to write a multiple paragraph response to the prompt provided
by the teacher. Answers should be well supported by sources.
See Rubric for expected answers
Introduction
Teacher will
Student will
Begin class by briefly reviewing the past two lessons

Teacher will address the conservative and liberal
points of view briefly. The teacher will also review
how media is skewed by outside factors.
Students will consult their notes on the previous 2 days and

prepare any questions they may have during this review
period.
The teacher will describe the DBQ activity in depth

until all students understand what is being asked of
them. The teacher will make sure students
understand that todays lesson and the previous two
will be addressed in the final written assignment.
Students will sit silently and take notes on the instructions.

They will be expected and encouraged to ask any questions
about what is being asked of them.
Following the directions, the teacher will give each

student 1 of the 4 different materials to work with.
The students will work silently to complete their
assigned resource. The teacher will provide
assistance to students who need it and answer any
questions that may arise. Additional questions for
students who finish early are
How does this source differ from the ones we
have viewed in the last class?
Do you agree or disagree with what the
source is saying?
How does this story portray the people being
reported on?
Students will have a base level knowledge of their assigned

source. They will be able to describe who the article
represents and how it accomplishes this through short
response questions. Students will be able to explain to their
small groups why their source is bias and how. evidence for
each source
Mother Jones and the New York Times give a left
leaning view of political parties while Rush
Limbaugh and Fox News support right wing
candidates. Media sources often ignore the negative
actions or impacts of Liberal or conservative policy
and focus on how the other side is wrong. These
sources work to create a negative image for public
officials of the opposition while building up
candidates that align with their own values. Because

teaching practices.
Opening
__________ Minutes
will be learning?
Instruction
__________ Minutes
lesson.
Strategies?
Assessments?
Q & A?
CRP?
Planned supports?
smooth transition?

Once the students have completed their individual

readings they will be placed in groups with three
students who all had different sources to analyze.
The students will take turn describing their source.
They will address the questions asked of them and
explain why and how they came to their conclusion.
While a student is not presenting their source, they
will be expected to take notes. Because students are
aware of the final assignment they should be able to
pin point the information that will be useful in their
final argument. The teacher will continue to visit
with groups and answer any questions they may
have. The teacher will periodically draw the entire
classs attention and discuss some main points. This
will ensure that the students are staying on task and
moving in the right direction. This will also allow the
teacher to have better control of the classroom.
Closure
__________ Minutes
-
Introduction
media is private and protected by the first

amendment there is little regulation. The media is
seen by so many people that this often leads to a
strong split between the parties and is often hard to
detect bias. The media is a powerful tool and creates
these images that influence voters.
While other group members are presenting their material,
students will be taking notes in preparation for the final
written assessment
The combination of skills and material from the past three
lesson will be expected to be referenced in creating an
argument as to the role of media in influencing political
elections as well as the effect of this influence. Students will
be scored on a rubric for this final assessment and will be
given one week to complete it.
Following the group discussions, the teacher will

bring the class back together to go over the rubric for
the summative writing assessment. The teacher will
then give the reaming time in class to the students to
get started on their assignment and ask any
questions they might have.
Students will be given time to begin working on their Students will work silently
DBQ Assessments
Assess?
Wrap up?
Set-up?
Differentiation/
Modifications/
Enrichment
IEP Students: The length requirement will be limited. Students will be able to make bullet points of their argument
to show that they understand. A writing portion will be expected but does not need to answer all the questions as
long as bulleted explanation addresses the key points.

access to learning?
Introduction
504 Plans: The length requirement will be limited. Students will be able to make bullet points of their argument to
show that they understand. A writing portion will be expected but does not need to answer all the questions as long
as bulleted explanation addresses the key points.
ELL Students:
Gifted/Talented:
Struggling Students: Office Hours will be offered to these students to come talk to the instructor to clarify
directions. These office hours will also give these students the opportunity to inquire about possible paths of
writing before being scored.

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Social Studies Education

Social Studies Education Lesson Plan Template v. 11

What knowledge, skills, and

Materials & Resources

Social Studies Education

Evaluation Criteria - What is the evidence (the answers) of student learning?

The teacher will begin by

Pros and Cons

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the side not aligned with

Quick Write (LO1)

Students will be asked to

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New ideas and innovations would be brought forward in a meaningful way

The teacher will have questions prepared on the

Include instructional practices, questions you will ask, checks for

What will students be doing?

Students will actively listen by writing down what they

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DOK or Blooms levels?

Transitions: Identify when

also help track that the students understand the main

Student will be asked to go to the back of the room for an

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Half of the students will receive an article describing

Students will read the assigned article individually while

Student will work silently and individually to address the

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will you provide students

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Social Studies Education Lesson Plan Template v. 12

Materials & Resources

Yellow Journalism Video

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Evaluation Criteria - What is the evidence (the answers) of student learning?

Following a brief Video

Students will respond to

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example from todays class

The teacher will begin class by showing a video that

Students will watch the video silently. No notes will be

Include instructional practices, questions you will ask, checks for

The teacher will give a lecture on how main stream

What will students be doing?

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Transitions: Identify when

broadcast companies dictates the tone of their

Student will be given an opportunity to ask any

interest in mind. They will learn that profits often drive

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Students should answer that many news sources cannot be

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Social Studies Education Lesson Plan Template v. 13

Materials & Resources

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Evaluation Criteria - What is the evidence (the answers) of student learning?

A Packet of different media

Essay (LO1) (LO2)

Students will be asked to

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Begin class by briefly reviewing the past two lessons

Students will consult their notes on the previous 2 days and

The teacher will describe the DBQ activity in depth