Unit 3: Linkage Institutions

Abstract: Unit 3 of 12th grade U.S. Government will cover the three linkage institutions: special interest groups, media, and political parties. Linkage institutions are those that are able to provide an opportunity for citizens to connect with their government. The unit will last a total of 10 days which includes a day for review (study guide) as well as the unit 3 test. The unit will include three computer lab days. The test will also be given on the computer via the Shelby County Moodle website. The unit will spend three days on special interest group (which includes campaign finance law), three days on political parties (from the early formation to the present), and two days on the media (newspaper, radio, television, and internet).

UNIT 3: Linkage Institutions Overview

Day 1
Special Interest Groups Turn in Campaign Finance Homework Prezi Paragraph: How do special interest groups affect elections?

Day 2
VoteSmart.Org Computer Lab Worksheet

Day 3
VoteSmart.Org (contd)

Day 4
Political Party Systems ICivics worksheet Guided Reading, Group Activity Discussion

Day 5
History of Political Parties Power Point Notes Handout

Day 6
Political Campaign Ads Livingroomcandidate.org Worksheet

Day 7
Media Power Point Newspaper, Radio Group Work: History of newspaper in politics Written Partner Reflection

Day 8
Media (contd) Videos: JFK v. Nixon Debate & Obama v. Romney Debate Discussion of both debates and influence of t.v. Individual work: Read gamechanger article, write reflection

Day 9
Study Guide Handout Citizens United video/review

Day 10
Unit 3 Test Computer Lab

Name:__Daniel Evans____________________________

Learning Plan Day One

Title: Special Interest Groups Primary Subject: U.S. Government Secondary Subjects: Grade Level: 12 Standards: 12 (8.) Describe functions and the development of special interest groups and campaign contributions by political action committees and their impact on state and national elections. (Alabama) Analyzing rulings by the United States Supreme Court, including Buckley versus Valeo, regarding campaign financing to determine the effect on the election process Essential Questions: What affect does a special interest group have on an election? How are people and groups able to give money to a political campaign and what are the limitations? Objectives and Assessments (for your assessment portfolio you will need three) Objective: Analyze rulings by the U.S. Supreme Court regarding campaign financing to determine their effect on the election process. Assessment: Quiz on homework assignment Formative [ ] Summative [x] Objective: Describe the development and functions of special interest groups, including PACS and Super PACS Assessment: Examine students understanding of the influence of special interest groups through exit paragraph. Formative [x] Summative [ ]

Learning Activities Introduction: Quiz on Supreme Court homework. How students will access new information: Prezi on special interest groups, PACS, and Super PACS Note-taking How students will apply and/or process new information: Create a paragraph explaining their understanding of special interest group influence on elections. Independent practice: Students will complete exit paragraph Closure: Turn in paragraph Materials and preparation Materials that students will need: paper, pen Materials that the teacher will need: projector, computer, Prezi presentation Preparation for the lesson: Prezi presentation, handouts, research on PAC and Super PAC How the teacher will monitor for understanding and give feedback: Discussion

How the teacher will monitor for understanding and give feedback: Students will turn in exit paragraphs.

Name:__Daniel Evans____________________________

Differentiation Plans For ELL, students will be assisted by ELL instructor. Notes will be given in fill in the blank format. Teacher Reflection As the first lesson in the unit, I believe the students responded well. Initially, there was some difficulty with the Prezi with the videos not working. This was frustrating and caused me to improvise the teaching of the information which would have been in the videos. After a few class periods, the videos began working. The students had some difficulty with the homework sheet, but the problems were mostly due to not reading close enough.

Name:__Daniel Evans____________________________

Learning Plan Day Two and Three

Title: Special Interest Computer Activity (2 Day Lesson/Activity) Primary Subject: U.S. Government Secondary Subjects: Grade Level: 12 Standards: 12 (8). Describe functions and the development of special interest groups and campaign
contributions by political action committees and their impact on state and national elections

Essential Questions: How have special interest groups influenced legislators in Alabama? Objectives and Assessments (for your assessment portfolio you will need three) Objective: Discover the influence special interest groups have over state legislators. Assessment: Reflection paragraph on the influence of special interest groups Formative [x] Summative [ ] Objective: Discover the influence special interest groups have over state legislators. Assessment: Turn in completed activity worksheet Formative [ ] Summative [ x]

Learning Activities Introduction: Introduce activity and review basic VoteSmart.org site navigation How students will access new information: How the teacher will monitor for understanding Through VoteSmart.org activity and give feedback: Via worksheet association with activity and discussion How students will apply and/or process new How the teacher will monitor for understanding information: and give feedback: Use information gathered during activity to write a Students writing sample. paragraph on the influence special interest groups have had on their state legislator. Independent practice: VoteSmart.org activity Reflection paragraph Closure: Upon completion of activity, students will use gathered information to complete reflection paragraph. Materials and preparation Materials that students will need: Computer, pen, handout Materials that the teacher will need: Computer Preparation for the lesson: Teacher will be oriented to website and state legislator information

Differentiation Plans Teacher will assist with any needs which may arise during class period.

Name:__Daniel Evans____________________________ Teacher Reflection Going into the lesson, I knew there would be some frustration or difficulty from the students regarding the website and learning how to navigate it. I made it clear to the students that there were two days to complete this assignment and they should spend time learning the website and playing with it. Most of the students did this but there were some who very quickly gave up and wanted me to explain how to do everything. Each time, I redirected them back to the website and they learned how to find what they needed. Overall, I liked the assignment. It combined research and critical thinking in a very practical way. The students were not used to this kind of assignment so their reactions were mixed.

Name:__Daniel Evans____________________________

Learning Plan Day 4

Title: Political Party Systems Primary Subject: Government Secondary Subjects: Grade Level: 12th Standards: 12 (10) Evaluate roles political parties play in the functioning of the political system of the United States. Describing the role of third-party candidates in political elections in the United States Explaining major characteristics of contemporary political parties in the United States, including the role of conventions, party leadership, formal and informal memberships, and regional strongholds Describing the influence of political parties on individuals and elected officials, including the development of party machines, rise of independent voters, and disillusionment with party systems Essential Questions: What is a political party system? How do political party systems function in the U.S. and abroad?

Objectives and Assessments (for your assessment portfolio you will need three) Objective: Identify roles political parties play in the U.S. and other countries. Assessment: ICivics Worksheet Formative [x] Summative [ ] Objective: Assessment: Formative [ ] Summative [ ]

Learning Activities Introduction: Bell Ringer: Define: Political Party; Campaign; Platform How students will access new information: Students will receive the ICIVCS worksheet on political party systems. The class will read aloud, participate in discussion and class activities. How the teacher will monitor for understanding and give feedback: The teacher will ask questions throughout the class period.

How students will apply and/or process new information: The class will participate in a verbal quiz about the roles of political parties. Students will answer each question by holding the corresponding number of fingers up.

How the teacher will monitor for understanding and give feedback: The teacher will gain instant feedback on whether or not the class understands each role of a political party.

Independent practice: Students will complete one exercise of the worksheet independently.

Closure: The last 5 minutes will be spend with the students working individually to complete an activity

Name:__Daniel Evans____________________________ on the worksheet about political party system vocabulary. Materials and preparation Materials that students will need: Handout, pen Materials that the teacher will need: Handout Preparation for the lesson: Teacher will prepare the handout

Differentiation Plans: ESL teacher received a copy of the handout prior to the lesson.

Teacher Reflection: The lesson went very well today. The students, as expected, were not eager to volunteer to read out loud to the class, so I had to directly call on some students. After the reading, though, students were very into the verbal quiz activity. They seemed to enjoy the different style of answering questions by simply raising their fingers. It was also a great way to get an immediate formative assessment on whether or not the students had understood the reading and discussion.

Name:__Daniel Evans____________________________

Learning Plan Day 5

Title: History of Political Parties Primary Subject: Government Secondary Subjects: Grade Level: 12 Standards: 12 (10) Evaluate roles political parties play in the functioning of the political system of the United States. Describing the role of third-party candidates in political elections in the United States Explaining major characteristics of contemporary political parties in the United States, including the role of conventions, party leadership, formal and informal memberships, and regional strongholds Essential Questions: How did our current two party system develop? What are the roles of 3rd parties? Objectives and Assessments (for your assessment portfolio you will need three) Objective: Identify roles political parties play in the functioning of the political system of the U.S. Assessment: Formative [ ] Summative [ ] Objective: Describe the role of third-party candidates in the political elections in the U.S. Assessment: Exit Slip assignment Formative [x] Summative [ ]

Learning Activities Introduction: Bellringer: Lists at least 3 things you already know about the Democratic Party (what are their ideas/beliefs?). List at least 3 things you already know about the Republican Party. How students will access new information: Powerpoint on the development of the two major political parties and the role of 3rd parties. Videos in the PP will show 3rd party candidates as well as excerpts of speeches from Barack Obama and Mitt Romney How the teacher will monitor for understanding and give feedback: Discussion

How students will apply and/or process new information: Discussion and writing

How the teacher will monitor for understanding and give feedback:

Independent practice:

Name:__Daniel Evans____________________________ Closure: The last 10 minutes of class will be dedicated to returning tests and other graded assignments. Exit Slip: From what you know of 3rd Parties, do you think it is a waste to vote for a 3rd Party candidate? Why or why not? Write at least one paragraph explaining your ideas. Will be completed and turned in by the end of class. Materials and preparation Materials that students will need: Note handout, pen Materials that the teacher will need: PP presentation, copies of handout Preparation for the lesson: creation of PP

Differentiation Plans Notes for First period ELL class will be fill in the blank based on PP. Teacher Reflection While the power point itself worked, the videos embedded did not. It turns out, the county has blocked YouTube which several of the videos were streaming from. This block is apparently new and just happened when I started my student teaching. This threw me off at first but I was able to move on and do ok without it. There was a lot of information included in this lesson and I found myself running low on time during a few of the classes. This cut into time I wanted to spend giving back papers and letting the students work on their exit slip.

Name:__Daniel Evans____________________________

Learning Plan Day 6

Title: Political Campaign Ads Primary Subject: Government Secondary Subjects: Grade Level: 12th Standards: 12 (9) Trace the impact of the media on the political process and public opinion in the United States, including party press, penny press, print media, yellow journalism, radio, television, and electronic media. Explaining the effect of attack advertisements on voter selection of candidates Essential Questions: How do political campaign ads affect voters? What types of ads do campaigns create?

Objectives and Assessments (for your assessment portfolio you will need three) Objective: Analyze the effect of attack ads on voters. Assessment: Livingroomcandidate.org Assignment Formative [x] Summative [ ] Objective: Assessment: Formative [ ] Summative [ ]

Learning Activities Introduction: Students will come into the computer lab and log into their accounts. Directions will be written on the board to navigate to livingroomcandidate.org website. Teacher will have the site pulled up on the overhead, as well. How students will access new information: Students will access their moodle accounts to download the assignment for today. Students will find the information to complete the assignment on their worksheet. How the teacher will monitor for understanding and give feedback: The teacher will guide the students in the first steps of the assignment and then be available to troubleshoot.

How students will apply and/or process new information: Students will watch the campaign ads assigned by the worksheet and complete the corresponding reflection.

How the teacher will monitor for understanding and give feedback: Teacher will be available to assist, if needed.

Independent practice: Students will complete the assignment independently

Closure: Students will write a one paragraph reflection on the effectiveness of the ads they viewed. Materials and preparation

Name:__Daniel Evans____________________________ Materials that students will need: computer, headphones Materials that the teacher will need: computer Preparation for the lesson: Teacher chose political campaign ads and created the assignment.

Differentiation Plans: ESL teacher will assist, as needed, students in translating some of the ads which may be more difficult to understand.

Teacher Reflection: The students really enjoyed this lesson. They were very quiet throughout the period as they listened and reflected on each ad. Even after they were done, most explored the site and watched more campaign ads. The students responses to the ads were insightful. As the students left the computer lab, I overhead them talking about the ads they had watched and sharing their thoughts with each other. I was happy with the assignment it took up just enough time that everyone was able to finish without finishing too early.

Name:__Daniel Evans____________________________

Learning Plan Day 7

Title: Media as a linkage institution: Newspaper, Radio Primary Subject: Government Secondary Subjects: Grade Level: 12th Standards: 12 (9) Trace the impact of the media on the political process and public opinion in the United States, including party press, penny press, print media, yellow journalism, radio, television, and electronic media. Essential Questions: How have newspapers and radio played a role in American politics? What kind of access to the government have citizens gained through these types of media?

Objectives and Assessments (for your assessment portfolio you will need three) Objective: Trace the development and impact of the media on the political process and public opinion in the U.S. Assessment: History of Newspaper in Politics Formative [x] Summative [ ] Objective: Assessment: Formative [ ] Summative [ ]

Learning Activities Introduction: Bell Ringer: What was the most memorable campaign ad you watched yesterday? (It can be one you watched on your own that was not on the list) What about it made it so memorable to you?

How students will access new information: Power Point on the history of media in politics. Students will listen to two excerpts from the Fireside Chats and discuss their influence.

How the teacher will monitor for understanding and give feedback: Lead discussion on the impact of the media following power point and audio excerpts.

How students will apply and/or process new information: Students will form small groups and read the History of Newspapers in Politics handout. Students will then answer the questions and complete the writing assignment.

How the teacher will monitor for understanding and give feedback: Students will share their writings with the class.

Independent practice: Today will involve group work and group writing.

Closure: Groups will share their writings and other groups will give feedback. Materials and preparation Materials that students will need: Paper and pen

Name:__Daniel Evans____________________________ Materials that the teacher will need: Computer, speakers, handout Preparation for the lesson: Find operating link to Fireside chats. Create the History of Newspapers in Politics handout.

Differentiation Plans: ESL teacher will be present to assist students with the writing portion of the assignment as necessary.

Teacher Reflection: The lesson went well. The students responded much like I thought they would to the information. They were quick to lose attention during the Fireside Chats which is why I only played a short excerpt. The students did very well in their writings. I was impressed with many of the groups insights into the future of newspapers.

Name:__Daniel Evans____________________________

Learning Plan Day 8

Title: Media as a Linkage Institution: Television, Internet Primary Subject: Government Secondary Subjects: Grade Level: 12th Standards: 12 (9) Trace the impact of the media on the political process and public opinion in the United States, including party press, penny press, print media, yellow journalism, radio, television, and electronic media. Describing regional differences in public opinion in the United States Analyzing television and electronic media for their impact on the election process and campaign spending from the John F. Kennedy-Richard M. Nixon debate to the election of Barack Obama as President of the United States Essential Questions: How important was television in political campaigns starting in 1960? What role will the internet play in the future as a linkage institution?

Objectives and Assessments (for your assessment portfolio you will need three) Objective: Analyze the impact of television on the election process and campaign spending. Assessment: Game Changer article Formative [x] Summative [ ] Objective: Assessment: Formative [ ] Summative [ ]

Learning Activities Introduction: Bell Ringer: Define: Plank, Linkage Institution, Yellow Journalism How students will access new information: Students will view excerpts from the JFK v. Nixon debate and the Obama v. Romney townhall-style debate. How the teacher will monitor for understanding and give feedback: After watching each video, the class will discuss what the students saw, contrast the two debates, and discuss the significance of television to the political process. How students will apply and/or process new How the teacher will monitor for understanding information: and give feedback: Students will read the Game Changer article. Through Independent Practice and Closure writing assignment Independent practice: Students will read the Game Changer article arguing the significance of the JFK v. Nixon debate. Students will decide whether they agree with the article or not and present their argument.

Closure: Students will share their Game Changer response with the class and discuss.

Name:__Daniel Evans____________________________ Materials and preparation Materials that students will need: Paper and Pen Materials that the teacher will need: Computer, speakers, article handout Preparation for the lesson: Download excerpts from both debates. Create Game Changer handout and assignment.

Differentiation Plans ESL teacher will be present to assist students, as needed, with the writing assignment. Teacher Reflection The lesson went very well today. Overall, the students were very interested in watching and comparing the two debates. It was an easy day to get discussion out of the classes students were constantly raising their hands to comment and ask questions. The writing samples shared in class were excellent. Students appeared to grasp how significant the JFK v. Nixon debates were and how television transformed political campaigning. I was very pleased with the lesson today.

Name:__Daniel Evans____________________________

Learning Plan Day 9

Title: Unit 3 Study Guide and Review Primary Subject: Government Secondary Subjects: Grade Level: 12th Standards: 12: 8,9,10 Essential Questions: What do I still need to know more about in Unit 3? How has the Citizens United court case affected campaigning?

Objectives and Assessments (for your assessment portfolio you will need three) Objective: Explore current knowledge of Unit 3 and identifying any areas that you dont fully understand. Assessment: Study Guide Formative [x] Summative [ ] Objective: Explain the significance of the Citizens United court case. Assessment: Discussion, Q&A Formative [x] Summative [ ]

Learning Activities Introduction: Students will pick up study guide from table as they enter and begin working. How students will access new information: How the teacher will monitor for understanding After 10 minutes of work on the study guide, and give feedback: teacher will transition to video on Citizens United Teacher will lead discussion on the video to check court case. for understanding of significance of court case.

How students will apply and/or process new information: Students will explain their understanding of the Citizens United court case. Students will then work on the study guide while having the opportunity to ask any questions about the information.

How the teacher will monitor for understanding and give feedback: Teacher will be available to answer questions or direct students where they may locate answers.

Independent practice: Students will work on study guide.

Closure: Continue to work on study guide, finishing for homework. Materials and preparation

Name:__Daniel Evans____________________________ Materials that students will need: study guide, pen Materials that the teacher will need: computer Preparation for the lesson: Format the study guide based on the unit 3 test. Discover a video which explains the Citizens United court case in a clear and interesting manner.

Differentiation Plans: The study guide has been provided to the ESL teacher who will modify it as she sees fit.

Teacher Reflection: The Citizens United video went over very well. I was concerned coming into class that the students did not know enough about the significance of the court case. I feel the study guide was comprehensive and gives the students a good base for studying for the test. I am confident going into the test, based on todays review time and the questions students asked, that they will do well on the test.

Name:__Daniel Evans____________________________

Learning Plan Day 10

Title: Unit 3 Test: Linkage Institutions Primary Subject: Government Secondary Subjects: Grade Level: 12th Standards: 12: 8,9,10 Essential Questions:

Objectives and Assessments (for your assessment portfolio you will need three) Objective: Demonstrate knowledge and understanding of Unit 3: Linkage Institutions Assessment: Unit 3 Test Formative [ ] Summative [x] Objective: Assessment: Formative [ ] Summative [ ]

Learning Activities Introduction: How students will access new information: How the teacher will monitor for understanding and give feedback:

How students will apply and/or process new information:

How the teacher will monitor for understanding and give feedback:

Independent practice: Complete Unit 3 Test in the computer lab. Closure: Materials and preparation Materials that students will need: Computer Materials that the teacher will need: Preparation for the lesson: Create Unit 3 Test

Differentiation Plans: For ELL, test was sent to ESL Teacher prior to test date. ESL teacher modified the test accordingly.

Name:__Daniel Evans____________________________ Teacher Reflection: Student feedback after the test was positive. Some said the test was hard, some thought it was easy, most agreed it was somewhere in the middle. Grade distribution showed a vast majority of students passed.

Name:__Daniel Evans____________________________ UNIT 3 TEST True/False (3 pts. Each) 1.Super PACS were formed as a result of the Citizens United ruling. 2. Andrew Jackson was the first Democratic President. 3. The first televised debate took place between John F. Kennedy and Lyndon B. Johnson. 4. The FEC oversees all media outlets. 5. China has a multi-party system. 6. Third Party candidates do not exist in the United States. 7. Newspapers are growing in their popularity and readership. 8. Political Ads cannot be aired by anyone other than the political parties. 9. There is a limit to how much an individual can contribute to a candidate. 10. Super PACs work directly with candidates and their campaigns. Multiple Choice: (3 pts. Each) 11. The radio talks given by Teddy Roosevelt were called the: a. Fireside Chats b. Smoking Chats c. America Today d. State of the Union Address 12. During campaign season, political parties move their positions to become more: a. Liberal b. Conservative c. Moderate d. Anarchist 13. An influential interest group in Alabama that we have talked about in class is the: a. Good Ole Boy Network b. Religious Right c. Pro-Life d. AEA 14. The act of many different small companies being combined into a small number of large companies is: a. Grouping b. Monopoly

Name:__Daniel Evans____________________________ c. Consolidation d. Tycooning 15. Someone who works for a special interest group and has direct contact with lawmakers is a(n): a. Lobbyist b. Go-to Man c. Congressman d. Politicker 16. The amount of money an individual can give to a candidate during each election is: a. unlimited b. 1,000,000 c. 5,000 d. 2,500 17. A two-party system of government can be found in what country? a. China b. U.S.A. c. Great Britain d. North Korea Matching: a. FEC b. Super PAC c. Attack Ad d. Soft Money 18. A group that can raise and spend an unlimited amount of money to influence an election. 19. The governing body which oversees campaign finance. 20. Donations given in such a way as to avoid federal regulation. 21. A strategy which focuses on casting an opposing candidate in a bad light.

Essay: (9 pts. Each) 22. What is a linkage institution? Why do we consider special interest groups, political parties, and the media to all be types of linkage institutions? 23. What are major differences between the Republican and Democratic parties? Give at least two examples.

Name:__Daniel Evans____________________________ 24. Give 3 arguments in support of the Citizens United ruling. 25. Give 3 arguments against the Citizens United ruling.