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Campus: High School
Author(s): John Portwood
Date Created / Revised: 7/23/13
Six Weeks Period: 1st
Grade Level & Course: 12th Grade – US Government
Timeline: 4 days
Unit Title: Political Parties
Stated Objectives:
TEK # and SE
G.2
Lesson # 2
of 2
History. The student understands the roles played by individuals, political
parties, interest groups, and the media in the US political system, past and
present. The student is expected to:
G.2A Give examples of the processes used by individuals, political parties, interest
groups, or the media to affect public policy.
G.2B Analyze the impact of political changes brought about by individuals, political
parties, interest groups, or the media, past and present.
G.3 Geography. The student understands how geography can influence US political
divisions and policies. The student is expected to:
G.3B Examine political boundaries to make inferences regarding the distribution of
political power.
G.11 Government. The student understands the role of political parties in the US
system of government. The student is expected to:
G.11A Analyze the functions of political parties and their role in the electoral process at
local, state, and national levels.
G.11B Explain the two-party system and evaluate the role of third parties in the United
States.
G.11C Identify opportunities for citizens to participate in political party activities at
local, state, and national levels.
G.14 Citizenship. The student understands the difference between personal and civic
responsibilities. The student is expected to:
G.14A Explain the difference between personal and civic responsibilities.
G.14B Evaluate whether and/or when the obligation of citizenship requires that
personal desires and interests be subordinated to the public good.
G.14C 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.
G.15 Citizenship. The student understands the importance of voluntary individual
participation in the US constitutional republic. The student is expected to:
G.15A Analyze the effectiveness of various methods of participation in the political
process at local, state, and national levels.
G.15B Analyze historical and contemporary examples of citizen movements to bring
about political change or to maintain continuity.
G.15C Understand the factors that influence an individual's political attitudes and
actions.
G.16 Citizenship. The student understands the importance of the expression of
different points of view in a constitutional republic. The student is expected to:
G.16A 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.
G.19 Science, technology, and society. The student understands the impact of
advances in science and technology on government and society. The student is
expected to:
G.19B Evaluate the impact of the Internet and other electronic information on the
political process.
Social Studies Skills TEKS
G.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 is expected to:
G.20A 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.
G.20C Analyze and defend a point of view on a current political issue.
G.20D 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.
G.21 Social studies skills. The student communicates in written, oral, and visual
forms. The student is expected to:
G.21B Use standard grammar, spelling, sentence structure, and punctuation.
G.21C Transfer information from one medium to another, including written to visual
and statistical to written or visual, using computer software as appropriate.
G.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 expected to:
G.22A 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.
See Instructional Focus Document (IFD) for TEK Specificity
Key
Understandings
Political parties in a democratic government provide a venue for citizens to initiate
change, express a point of view, and transform public policy.
Misconceptions
Students often have the misconception that only two political parties exist and are not
aware of the many political parties that have existed throughout the history of the United
States.
Key Vocabulary
Civic responsibility, change, point of view, propaganda, two-party system, third party, platform,
plank (in a platform), fiscal policy, electoral process, ideology, liberal, conservative, grass roots
democracy, ballot status, populist, faction
Suggested Day
5E Model
Instructional Procedures
Day 1
ENGAGE
ENGAGE (10 min):
EXPLORE
EXPLAIN
Materials, Resources, Notes
(Engage, Explore, Explain, Extend/Elaborate, Evaluate)
1. Use the Teacher Resource: Teacher Notes on the Birth
of Parties (Quotation from George Washington’s
Farewell Address).
2. Read aloud the quote from George Washington’s
Farewell Address warning of the dangers of political
parties.
3. Ask students to name any political parties that are active
currently in the United States.
4. Explain that in addition to the two major parties,
Republican and Democratic, there are three other parties
that are active on the national scene: the Libertarian
Party, the Green Party, and the Constitution Party, as
well as countless others that run candidates for at least
some offices in some states. The following words could
be used to introduce the day’s learning:
 Throughout our history, numerous parties have
played a role in politics in our country. Sometimes
parties are organized to reflect a general political
philosophy, sometimes they are organized around a
single issue, and sometimes they are organized
around a single individual. Today, each student will
represent one of the parties from our history and
acquaint classmates with facts about that party.
5. Review academic vocabulary.
EXPLORE (30 min):
1. Distribute a political party description for the following
parties. Note: These are examples of political parties and
the list may be adjusted.
 Republican Party
 Democratic Party
 Constitution Party
 Green Party
 Libertarian Party
 American Independent Party
 Federalist Party
 Democratic-Republican Party
 Whig Party
 Free Soil Party
 Know Nothing Party
 Constitutional Union Party
 Tea Party
 Progressive Party
 National Woman’s Party
 Greenback Party
 Labor Party
 Veterans Party of America
 Prohibition Party
 Reform Party
 Independence Party
2. Distribute the Handout: Political Side-Step Dance Card
Notes.
3. Students study their party descriptions.
Attachments:
 Teacher Resource:
Teacher Notes on the
Birth of Parties
 Handout: Political
Side-Step Dance
Card Notes (1 per
student)
Materials:
 bell (optional)
4. Divide the class in half. Students form two lines facing
each other. Designate one line as LINE A and the other
line as LINE B. Students spread out as much as
possible.
5. Students step forward to meet the person in front of
them. Students introduce themselves and then explain
their party’s history and philosophy to their partner from
the other line.
6. Using the Handout: Political Side-Step Dance Card
Notes, students list at least 5 facts about the parties they
are encountering.
7. After approximately one minute, signal that it is time for
the students to move according to the directions below.
(A bell is useful to signal when students should move.)
 LINE B does NOT MOVE. Students in LINE A only
move one person to the LEFT. The person on the left
end of the line moves to all the way to the other end
of the line.
8. Students again introduce themselves to their partner,
explain their party’s history and philosophy to their new
partner, and add notes to their Dance Card.
9. Continue rotating until students have returned to their
original place in line. (On the last rotation students may
be asked to publicly introduce the person opposite them,
since those in each line never meet each other.)
EXPLAIN (10 min):
1. Students return to their seats.
2. Students jot the answers to the following questions on a
sheet of paper in preparation for participation in a class
discussion.
 Which two parties were organized first in our
country? (Federalist & Democratic-Republican)
 Who was the first man elected President as a
Democrat? (Jackson) As a Republican? (Lincoln)
Which of those two parties is the oldest? (Democrat)
Which of those two parties has had the most people
elected President? (Republican)
 Which third party is believed to have played a role in
determining the outcome of the 2000 election?
(Green Party – Ralph Nader)
 What historic party developed in opposition to
Andrew Jackson’s policies? (Whig)
 Name at least three parties that can be defined as
single-issue parties. (varying answers: could include
Free Soil, Know Nothing, Greenback, National Women’s
Party, Dixiecrats, Anti-Masonic, Peace and Freedom,
Prohibition, Pacifist, Veterans)
 Which parties seem to have been organized mainly
around one individual? (Progressive or Bull Moose –
around Teddy Roosevelt, American Independent Party –
George Wallace, and to some extent, the Reform Party –
Ross Perot, and Independence Party – Jesse Ventura)
3. Facilitate a classroom discussion of the questions to
allow elaboration on the information gained. Students
may be allowed to change or add information to their
responses to ensure students retain the correct
information.
Day 2
ENGAGE –
Analyzing Political
Propaganda
Techniques
EXPLORE/EXPLAIN
EXPLORE/EXPLAIN
ENGAGE – Analyzing Political Propaganda Techniques (10
min):
Open class by writing on the board the word propaganda.
2. Students work on a fast-write activity by writing as many words
that come to mind associated with propaganda.
Materials:
 campaign related
advertisements:
brochures, newspaper
ads, bumper stickers,
yard signs, etc.
(optional)
3. After a few minutes, ask for student volunteers to share their
lists. Scribe some of the student responses on the board.
4. Facilitate a discussion based on student responses.
5. Point out that the use of propaganda is commonly used to try
to persuade people to think a certain way. Provide examples for
students.
EXPLORE/EXPLAIN (15 min):
1. Facilitate a class discussion about propaganda.
2. Students may provide examples they have seen from
past or current elections.
3. Teacher gains information, from student explanations
and examples provided, of their understanding of the
ideas.
EXPLORE/EXPLAIN (30 min):
1. Set up learning stations in the classroom. Each station
should include examples of propaganda.
2. Students visit each learning station and write a short
analysis of the propaganda. Questions to consider: Who
is the intended audience? What is the purpose for the
information provided? Is the message effective from your
personal perspective? How might you change the
message to make it more effective?
3. Students work in small groups.
4. When groups complete their analysis, facilitate a
discussion based on student responses/analysis.
Day 3
ENGAGE –
Examining Party
Platforms
EXPLORE
EXPLAIN
ENGAGE – Examining Party Platforms (5 min):
1. Write the words REPUBLICAN and DEMOCRAT on the
board.
2. Students brainstorm any words that come to mind for
either or both of the parties.
3. At some point a student may ask, “What’s the
difference?” (or the teacher may ask that question to
spur discussion) Reply that today’s lesson will focus on
answering that question.
EXPLORE (15 min):
1. On Day 3, students examine excerpts from the most
recent statements of stands on issues voted on by the
parties.
Materials:
 Summary of the recent
party platforms of the
Republican and
Democratic parties.
 Create a worksheet on
differences between
the Republican and
Democratic party
platforms.
 Also create a list of
issues so that students
may read and
categorize with either
or both parties.
2. Emphasize that it is a personal choice whether or not to
participate in or identify with a particular. One “joins” a
party simply by saying they identify with that party. No
dues are paid to be a member of a political party.
3. Explain the basics of a party platform. Sample words to
use could be:
 Platforms are written every four years at the parties’
national nominating conventions. Committees
representing people from all states begin
researching the platforms weeks in advance of the
convention, holding hearings to get input from
grassroots members of the party. The convention
delegates vote on the platform early in the
convention, and can reject or change proposals put
forth by the platform committee. Each topic in the
platform is referred to as a “plank.”
4. Distribute copies of summaries from the most recent
party platforms of the Republican and Democratic
parties.
5. Examine with students the organization of the
summaries. (Topics, where addressed by both parties,
are in the same order in both summaries.)
6. Also note general statements that will help students
understand the process. Examples include:
 Party platforms are written in broad, general
language rather than getting into specific details or
going to extremes. Both parties must appeal to the
electorate as a whole for votes.
 Both platforms do not always address the same
ideas. Just because a party is silent on an idea does
not necessarily mean they dislike the idea – they just
may not have thought to include it.
 Sometimes parties agree in principle on an issue, but
may differ on how to carry the idea into practice.
 People rarely agree with every stance a party takes
on issues, but they generally agree with a party’s
overall philosophy. When deciding on a party to
support, voters must consider which issues are the
most important to them.
7. Address any issues that might be confusing to students.
8. Students read the summaries of the party platforms
provided.
EXPLAIN (15 min):
1. Distribute copies of the teacher created worksheet on the
differences between party platforms.
2. Distribute a list of issues for students to categorize based
on the party platforms.
3. After about ten minutes, sketch a T-Chart on the board.
Students share their responses (issues and how they
were categorized). Scribe student responses on the T
chart.
4. Students explain their reasoning for categorizing the
issues as they did.
Day 4
EVALUATE –
Researching Major
Party Platforms
EVALUATE – Researching Major Party Platforms (20 min):
High School Social Studies Government Unit 03 PI 02
Research the platform of a current political party in the United
States. Write a letter to the editor endorsing or opposing that
party’s point of view on important issues. Support your
arguments with specific details that support your position.
Accommodations
for Special
Populations
Accommodations for instruction will be provided as stated on each student’s (IEP)
Individual Education Plan for special education, 504, at risk, and ESL/Bilingual.