Teacher
Date
Matt DeKryger
11/3/14
Civics/Legislative Branch
Grade __11________
I. Objectives
How does this lesson connect to the unit plan?
This lesson begins to explore how politics promote the greater good, promote self-interest, and work to fix public problems and issues. Political parties are a major part
of this political process. George Washington warned against political parties in his farewell address, but his words fell on deaf ears. Political parties grew out of his own
Cabinet. They are still an vital part of the process today. This lesson also provides a history of political parties in our own government.
cognitiveR U Ap An E C*
Use a short quiz to locate where they fall on the political chart
Discuss the inevitability and rise of political parties in American Politics
Identify the presence of biases found in all writing
physical
development
socioemotional
E
R, U
An, E
Common Core standards (or GLCEs if not available in Common Core) addressed:
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create (p. 516 Woolfork)
-students use the political quiz to determine where they are on the political chart
Formative (for learning):
Outline assessment
activities
(applicable to this lesson)
9-15-14
-using class discussion, students assess themselves on terms like corporate welfare, national ID card,
free trade, etc.
Formative (as learning):
-I base how in-depth to explain these terms based on their responses from above
Summative (of learning):
-students must do a punch out writing on a quote given to them with the material covered in the
lesson.
Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible
-students are given two different
types of the same quiz in different
formats to determine political
position.
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
Components
Motivation
(opening/
introduction/
engagement)
15
Development
(the largest
component or
main body of
the lesson)
9-15-14
15
-work/discuss in tables
-Looking at both quizzes, what are
similarities/differences
10
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
This is a really good lesson. The quiz is a good, interactive way to engage students and get their minds really turning on where
they fall politically. The alternate versions are a great way to introduce framing because enough students change their answers
to draw significant attention. I tried to teach this lesson the first time with out the powerpoint (forgot it was up there oops),
and it was not smooth at all, however, round 2 with the powerpoint was smooth sailing. One challenge I still need to work on is
letting students wrestle with information and use a more inquiry-based discussion model. This lesson is also a little too much
for just one class period. When I taught, I got up through Washington's Farewell Address with time to read, but did not do the
punch-out writing.
9-15-14