Lesson Plan Format Using Understanding by Design Framework

Stage 1: Identify Desired Results

Title: Liberal/Conservative Sticky Note Activity

Grade: 11th and 12th
Author: Maddy Reem
Number of Class Periods: 1
Essential Questions: Does a two party system help or harm a democracy?
State of Michigan Content Standards (GLCEs/HSCEs):
2.2.3Usepastandpresentpoliciestoanalyzeconflictsthatariseinsocietydueto
competingconstitutionalprinciplesorfundamentalvalues(e.g.,libertyandauthority,
justiceandequality,individualrights,andthecommongood).
2.2.5Useexamplestoinvestigatewhypeoplemayagreeonconstitutionalprinciples
andfundamentalvaluesintheabstract,yetdisagreeovertheirmeaningwhentheyare
appliedtospecificsituations.
3.5.4Explaintheconceptofpublicopinion,factorsthatshapeit,andcontrasting
viewsontheroleitshouldplayinpublicpolicy.
6.1.1Identifyandresearchvariousviewpointsonsignificantpublicpolicyissues.
Learning Objectives: SWBAT identify Liberal and Conservative views on 10 specific
issues. SWBAT apply what they have learned about the political spectrum, and write
stances for both Liberal and Conservative beliefs.
Content Rationale: For the last week we have discussed political parties and the
political spectrum. We have also talked a lot about the upcoming presidential election
between Clinton and Trump. In order to participate in society as active citizens, it is their
responsibility to vote when they come of age. Many of the students currently have the
same political views as their parents/guardians. In learning more about the specific issues,
the students can start to make their own conclusions. It is important for the students to
understand what is being talked about in the media concerning the upcoming election.
With the understanding of Liberal and Conservative views on many of the hot button
issues, they will be able to make their own informed decisions.
Instructional Strategy Rationale: Before class, the teacher will have the room set up
with 10 posters around the room. There will be a T-Chart on the posters with Liberal and
Conservative written on either side. The teacher will also number the posters so the
transition is cleaner. There will also be a pad of sticky notes at each poster for student
use. Start out class with explaining the activity that the students are going to be doing.
The teacher will have directions on the board and will tell the students what he/she
expects of them during the activity. Then the teacher will have the students count off by
10 to form 10 groups of 3. The students will go to their corresponding poster and wait for
further instruction. The teacher will have a list of 20 issues on the board and will go
around the room have groups pick which issue they want to write at the top of their
poster. Once ten issues are chosen. The students will then rotate to the next poster
(without doing anything else at their first poster). Now, the students will have around 2
minutes at each poster to discuss as a group and write one liberal and one conservative
statement per group. There are no repeats in stances. This will be repeated until the
students are back at their original poster. Once there, they will have 5 minutes to read all
 of the stances on their poster and decide as a group which stance is best fitting and which
is least fitting, for both Lib. And Cons. When they have chosen their statements, the class
will go around the room sharing what statements they have picked and why. There is time
for questions and debates during this sharing out process.

Stage 2: Determine Acceptable Evidence (Assessment)

Diagnostic/Formative Assessments: Formative Assessment to see the progress of the

students in understanding Liberal and Conservative ideals.

Stage 3: Plan Learning Experiences (Procedure)

Instructional Strategy (please include estimated time for each step):

Opening/Activator: 5 minutes
Activities: 30 minutes
Anticipated Students Interactions/Questions: 5 minutes
Closing/Summarizer: 10 minutes
Anticipated Total Time Required: 55 minutes

Other Important Information

Materials: Butcher paper or posters, sticky notes, markers, PowerPoint or whiteboard.

Modifications and Accommodations:, Teacher can choose groups before class if
necessary for particular class.