Week Outlines
Week 1: Political Opinion, Socialization, and Participation
| Monday | Tuesday | Wednesday | Thursday | Friday | |
| Objective | Though completion of current events and in class debate, students will connect modern information to government theory. | Through in-class chart analysis, students will discuss connections to content to government themes. | Though completion and discussion of Q and A students will understand concepts of government themes. | Though group activity students will discuss and analyze voter turn out. | Though PowerPoint students will better understand concepts of government theory and themes. |
| Bell Ringer | What is public opinion and how does it affect public action? | Complete small quiz on political values and answer these questions Should gov't limit abortions? Should gov't provide jobs? | On which criteria, gender, race, religion, age, income, education do most people vote based on? Why? | Read Stem cell research info | Group presentations of "How to increase voter turnout" activity. |
| In Class | 1. Review last weeks info 2. Bell Ringer 3. CE and in class Debate 4. Intro Reading (pg 125-127) 5. KWL |
1. Bell Ringer quiz 2. Discussion of chart and answers to quiz (pg 144/ 151) 3. Introduce project 4. Take political type quiz |
1. Bell Ringer 2. Go over Q and A questions 3. Analysis of charts (pg. 207, 213, 214, 216, 218) 4. Start "How to increase voter turnout activity" 5. Stem cell vote |
1. Read stem cell research info 2. Retake stem cell vote and discuss results 3. Discuss Fishkin article 4. Finish "How to increase voter turnout" activity |
1. Presentations 2. PowerPoint 3. KWL revisited |
| After Class/ Homework | -Read and outline Chapter 5 and answer Q and A | Read and outline Chapter 7 and answer Q and A | Read Fishkin "Deliberate polling" | Start to read Frank "What's the matter with Kansas" and Bartels "What's the matter with what's the matter with Kansas" excerpts | 1. Work on week 6 Current Events/ debate Q: Who makes the better argument Bartels
or Frank?" 2. Finish Reading Bartels and Frank |
Week 2: Media, Government and the Presidency
| Monday | Tuesday | Wednesday | Thursday | Friday | |
| Objective | Though completion of current events and in class debate, students will connect modern information to government theory. | Through in-class think, pair, share, students will discuss connections to content to government themes. | Though reading and discussion of media ownership, students will understand concepts of government themes. | Though videos and PowerPoint students will better understand concepts of government theory and themes. | Though discussion and group project students will connect government themes. |
| Bell Ringer | Who makes the better argument Bartels or Frank?" | What is news? What makes news, news? How should it be covered? | Describe a terrorists physical characteristics and personality so that anyone could identify one if we met/ saw them. | How does the media change your view of a candidate? How? Why? | Who gets more media coverage, Actors, athletes, congressmen or the president and why? |
| In Class | 1. Bell Ringer 2. CE and in class debate 3. Discussion on Frank and Bartels 4. KWL on Media |
1. Bell Ringer 2. Think, pair, share on chapter 6 3. Assign different media outlets for analysis |
1. Bell Ringer 2. Presentations of station research 3. Analysis of charts (pg. 178/ 179) 4. Start reading about Media Ownership |
1. Bell Ringer 2. Watch videos on Nixon v Kennedy Debate, Howard Dean, Gore v Bush Debate 3. PowerPoint |
1. Bell Ringer 2. President Media coverage discussion 3. Work on project 4. KWL revisited |
| After Class/ Homework | -Read and outline Chapter 6 | 1. Analyze assigned media outlet and answer questions 2. Work on projects |
Finish Media ownership reading | 1. Listen to Terry Schaivo NPR podcast and read article 2. Bring in outline of project |
1. Work on week 7 Current Events/debate Q: Should the candidate with the most
popular votes or the candidate who wins the most states be president? 2. Start reading chapter 9 |
Week 3: Elections and Campaigns
| Monday | Tuesday | Wednesday | Thursday | Friday | |
| Objective | Though completion of current events and in class debate, students will connect modern information to government theory. | Though group activity students will discuss and analyze primary systems. | Though group activity students will discuss and analyze election systems. | Though reading and discussion of 527s and campaign finance, students will understand concepts of government themes. | Though PowerPoint students will better understand concepts of government theory and themes. |
| Bell Ringer | Should the candidate who wins the most votes of the candidate who wins the most states be elected president? Why? | Primary/ Caucus System activity | What is the electoral college and how does it work? | What is the difference between hard money and soft money contributions? | Watch campaign ads videos |
| In Class | 1. Bell Ringer 2. Review last weeks info 3. CE and in class Debate 4. Intro Reading (pg 266-267) 5. KWL |
1. Primary/ Caucus System activity 2. Read pg 270 and discuss 3. Go over Q and A |
1. Bell Ringer 2. Electoral college activity 3.Different types of election voting calculation activity. |
1. Bell Ringer 2. Go over actual 527 legislation 3. Debate pro con of campaign contributions vs. public funding |
1. Videos 2. Discussion of ads 3. PowerPoint 4. KWL revisited |
| After Class/ Homework | -Read and outline Chapter 9 and answer Q and A | Work on project and visit www.270towin .com | Write journal about today's activities and analyze pros and cons of each. | Visit living candidate website and other campaign ads video sites. And analyze | 1. Work on week 8 Current Events/ debate Q: What is more important to most voters, a candidate's stance on the issues or his attributes/ characteristics? |
Week 4/5: Campaign for the Presidency Project
| Monday | Tuesday | Wednesday | Thursday | Friday | |
| Objective | Though completion of current events and in class debate, students will connect modern information to government theory. | Though project, students will discuss and analyze 2008 presidential election. | Though project, students will discuss and analyze 2008 presidential election. | Though project, students will discuss and analyze 2008 presidential election. | Though project, students will discuss and analyze 2008 presidential election. |
| Bell Ringer | What is more important to most voters, a candidate's stance on the issues or his attributes/ characteristics? | ||||
| In Class | 1. Bell Ringer 2. CE and in class debate 3. Intro reading (pg. 284 & 285) 4. KWL |
1. Discuss ideal candidate 2. Project |
Project | Project | Project |
| After Class/ Homework | -Describe an ideal candidate for you and how you would run their campaign. | Work on projects | Work on projects | Work on projects | Work on week 9 Current Events/ debate Work on project |
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