Unit 5: Influence on Government PDF

Unit 5: Influence on Government To Print UPO Click Here Grade Level/Course Civic Literacy Unit of Study Unit 5: Influence on Government Pacing...

Unit 5: Influence on Government To Print UPO Click Here Grade Level/Course Civic Literacy Unit of Study Unit 5: Influence on Government Pacing 10 days (block)- 7 LEQs If you are a WS/FCS teacher teaching this unit, please provide feedback on this unit here. Unit Overview The fifth unit in Civics Literacy first explores the role of political parties, the election process and the influence of geopolitical/environmental factors.Students will next investigate the many varied influences on government and public policy, including interest groups and values and beliefs. The final section deals with the role of the media on public information and the narrative about the development of the United States. Politics - Political Parties & Elections How effective is the election process in the United States? The United States electoral process is based on a two party system, which provides procedures for citizens to participate in government. Third parties have affected national elections, especially, and reflect, also, the will of the people. Students will want to understand the roles of political parties, how they involve constituents in the election process, how geopolitical and environmental might affect participation and how they change their platforms, based on the contemporary political climate. Influence in Government - Money, Interest Groups, & Lobbying What are the major influences on government public policies? Public opinion can be shaped in a variety of ways and influences public policy created by the legislative branch. Interest groups and the various values and beliefs of a current political climate also affect public opinion and, therefore, public policy.Opposing arguments for new policies often reflect the effect of interest groups, PACs and SuperPacs, as well as, individuals. 1 August 15, 2024/WS/FCS SS Department The Media and the Government Which media and government sources provide accurate information? The American public opinion is shaped by the media and by the government, both of which have a responsibility to accurately inform the constituents of the US. One current issue involves evaluating sources for accuracy, especially posts viewed on various social media sites. Included in this section comparing narratives from varied media sources about historical events related to political parties, elections, and the creation of legislation. Misconceptions to Address Misconception Clarification Political parties have always held the same beliefs. Political parties change based on voter preferences. The voters, not the parties, have power to determine party platforms and public policies. The average person has no influence on political parties. The responsibility for a party’s beliefs, for laws created and for Executive regulations is shared, heavily, by the voters. It is not important to know about the government. Informed voters are critical to a healthy democracy. The “Electoral process” is the “Electoral College”. The “electoral process” is the election process, including the process from the caucuses and primary elections through the Electoral College election, with the ads and campaigning process included. The “Electoral College” is the election of the President. Social Emotional Learning Students may have very strong political beliefs. Teachers are advised to know their students and to have established positive relationships with them. This unit is about politics and political ads, which can be divisive. Some students live with families who may not have the right to register to vote. Teachers will want to be sensitive to this situation. Some students and/or their family members may feel that the current election process is rigged and there is a lot of fraudulent voting taking place. Vertical Articulation Complete list of all CL LEQs by Unit. 8th Grade includes discussions on the role political parties have had on government decisions Elementary Standard Progression SS K-12 Vertical Articulation Equitable and Culturally Responsive Instruction 2 August 15, 2024/WS/FCS SS Department  Ads run in political elections have been based on false stereotypes in an effort to gain specific votes. This unit includes the possibilities of students dealing with offensive materials. Some of the offensive materials could depict content that is sexist, racist, homophobic, etc. Focus NCSCOS/Essential Standards - Objectives CL.B.1.1 Explain how values and beliefs influence the creation and implementation of public policy and laws. CL.C&G.3.5 Explain how the two-party system has shaped the political landscape of the United States. CL.C&G.3.6 Distinguish the relationship between the media and government in terms of the responsibility to inform the American public. CL.C&G.3.7 Assess the effectiveness of the election process at the national, state, and local levels. CL.G.1.2 Explain geopolitical and environmental factors which affect civic participation and voting in various regions of the United States. CL.H.1.2 Compare competing narratives of the historical development of the United States and North Carolina in terms of how each depicts race, women, tribes, identity, ability, and religious groups. *Inquiry Standard and Objectives are included in every unit. Unpacked Standards/Standard Snapshots Link to Unpacked CL Standards Big Ideas Unit Essential Questions 1. There are many opinions on the best method to hold free 1. How effective is the election process in the United States? and fair elections. 2. What are the major influences on government public 2. Political parties and interest groups offer citizens with policies? similar values and beliefs a voice in the political process. 3. Which media and government sources provide accurate 3. The electoral process provides citizens the ability to information? influence the development of public policy and laws. 3 August 15, 2024/WS/FCS SS Department  Key Vocabulary Essential Vocabulary Essential Vocabulary from Enrichment Vocabulary Previous Courses (X) political party policy (8th) stability political landscape third party primary/primaries (election) runoff midterm (election) caucus ballot convention (political) poll/polling station recall (election) referendum straight ticket (election) precinct redistricting geopolitics gerrymander recount (election) disenfranchisement electorate initiative Electoral College disillusionment popular vote Political Action Committee (PAC) general election lobbyist interest group *Link to DPI Glossary of Key Vocabulary **Link to WS/FCS SS Glossary of Key Vocabulary for CL ***Link to CL Vocabulary List by Course/Unit & ELA Root Words Key Language Uses overarching communicative purposes that are associated with language and content learning NARRATE / INFORM / EXPLAIN / ARGUE Narrow to 1 or 2 primary language expectations for the unit. Provide examples of language functions and features. Language Expectation 1: ELD-SS 9-12 Explain Interpretive Interpret social studies explanations by- Analyzing sources for logical relationships among contributing factors, causes, or related concepts. 4 August 15, 2024/WS/FCS SS Department  Aligned Content Lesson Essential Objectives(s) Questions Possible Factual Content Resources Politics - Political Parties & Elections How effective is the election process in the United States? CL.C&G.3.5 Explain how 1. How has the two-party Political Parties Possible Activities the two-party system has system shaped the Democratic-Republican Party shaped the political political landscape of the Federalist Party Possible Resources landscape of the United United States? Whig Party Why Do We Have Political States. Republican Party Parties?, video from PBS *Note: Students must be Democrat Party Political Platforms of Various able to explain how the Parties in 1880, primary source two party system has Impact of Two-Party System newspaper impacted politics in the Stability of politics U.S. Just knowing about ○ More centered, less extremes the two parties and what ○ Can help economic stability they stand for does not Constituent choice limits meet the expectation of ○ Third parties rarely have this objective. significant impact Creates need for compromise *Note: This chunk lends Frequent power shifts itself to a great inquiry. ○ Progress can stall or change Use the 4th LEQ as the compelling question and use LEQs 1-3 as supporting questions. CL.C&G.3.7 Assess the 2. How does the election Types of Elections Possible Activities effectiveness of the election process work at the General elections process at the national, national, state, and local Presidential elections Possible Resources state, and local levels. levels? State Board elections Does Your Vote Count?, video Local Board elections on electoral college Midterm elections 5 August 15, 2024/WS/FCS SS Department  Runoff elections Special elections Processes in Election Voter registration Ballot construction ○ Secrecy Caucuses Primaries Electoral College Party conventions Early voting Absentee voting Same day voting Voting in North Carolina What to expect as a voter Security rules Post-Election procedures and audits Other Voting Related Items Poll workers Referendums Recall Straight ticket voting CL.G.1.2 Explain 3. How do environmental Geopolitical Factors Possible Activities geopolitical and factors and geopolitics Location of precincts & polling How Do Politicians Use Voter environmental factors which affect civic participation places Demographics to Their affect civic participation and and voting? Use and availability of absentee Benefit?, IBP on voting in various regions of ballots gerrymandering the United States. *Note: Per the unpacked Early voting options standards, students Voter registration availability need to know the ○ Online Possible Resources difference between ○ Same day 6 August 15, 2024/WS/FCS SS Department  political geography and ○ Automatic geopolitics. Reapportionment Redistricting Gerrymander Population density ○ Rural voting districts ○ Urban voting districts Environmental Factors Location ○ Rural, urban, suburban Natural disasters Disease/epidemics/pandemics Influence on Voting Enfranchisement/ Disenfranchisement ○ Voter ID laws ○ Available polling stations Connection/support of an initiative, ordinance, or candidate Third parties Disillusionment Disconnect CL.C&G.3.7 Assess the 4 How effective is our Checks and balances in the election Possible Activities effectiveness of the election election process at the process Effectiveness of State and process at the national, national, state, and local Electoral College Local Elections, mini-inquiry by state, and local levels. levels? Recounts WS/FCS, covers that state and Popular vs. electoral votes local aspect of elections *Note: Students need to Obstacles to voting Effectiveness of Presidential know more than how the Elections: Electoral College, election process works. Elections w/ Controversy or Close mini-inquiry by WS/FCS To meet this objective, Race they must work with 1824 Presidential Election Possible Resources 7 August 15, 2024/WS/FCS SS Department  information to determine 1860 Presidential Election One Vote Can Turn an Election how effective the 1876 Presidential Election in North Carolina, article process is and use 1912 Presidential Election evidence to support their 1948 Presidential Election findings. 2000 Presidential Election 2016 Presidential Election *Note: An idea for a 2020 Presidential Election quick inquiry to address 1954 Senate Election South part of this LEQ would Carolina be examining the 2008 Senate Election Minnesota necessity of the electoral 2010 Senate Election Alaska college. 2006 Congressional Primary Ohio 2002 Gubernatorial Election Alabama 2004 Gubernatorial Election Washington 2018 Gubernatorial Election Georgia 1971 General Election Virginia 2010 General Election Massachusetts 2002 Mayor Primary Washington D.C. Influence in Government: Money, Interest Groups, & Lobbying What are the major influences on government public policies? CL.B.1.1 Explain how 5. How do various Interests/Values/Beliefs Possible Activities values and beliefs influence interests, values, and Climate change Have students think of a law the creation and beliefs influence the Community they would like to see created. implementation of public creation and Debt reduction This should be done policy and laws. (Focus implementation of public Economic stability individually. Once their law is Objective) policy and laws? Equality developed, they should Individual freedom determine what values and CL.C&G.3.5 Explain how Limits on taxation beliefs are related to the law. the two-party system has Justice Brainstorm all of the values 8 August 15, 2024/WS/FCS SS Department shaped the political Reduced government regulation and beliefs students used to landscape of the United Security create their law. Have students States. Self-Reliance with similar values and beliefs merge together to form an Whose Interests/Values/Beliefs interest group. Students should Conservatives name their interest group and Liberals determine 2-5 things they Interest groups would like to focus on within Lobbyists their interest group. (These do Political Action Committee (PAC) not need to relate to the Super PAC original law each student Dark money created.) Students should then develop a plan on how to get one issue addressed by Congress. They should determine how to approach each political party concerning their issue. Possible Resources Political Platforms of Various Parties in 1880, primary source newspaper Who Writes Bills, 25 min podcast from Civics 101 List of 84 Values and Beliefs, Google Doc The Media and the Government Which media and government sources provide accurate information? CL.C&G.3.6 Distinguish the 6. How does the Overall Goal Possible Activities relationship between the relationship between the Informed electorate and citizens media and government in media and the ○ Helps support democratic ideals Possible Resources terms of the responsibility to government impact Who Counts? Voter Rights inform the American public. public information? Through Political Cartoons 9 August 15, 2024/WS/FCS SS Department  Media Responsibility (news/journalism) Present unbiased and fact based information Help government stay intune to public concerns Help government disseminate public information “Watchdog” ○ Create public awareness ○ Expose corruption Government Responsibility Protect freedom of speech and press Provide access to information ○ Freedom of Information Act Regulatory agencies/actions ○ Federal Communications Commission ○ Federal Trade Commission ○ Privacy Act of 1974 ○ Ensure “Equal Time Rule” ○ Code of Fair Information Practices CL.H.1.2 Compare 7. What role has the *Feel free to select current event topics Possible Activities competing narratives of the media had in shaping or topics not listed that might be of high historical development of the the narratives related to interest to your students. Keep the note Possible Resources United States and North elections and the to the side in mind. Carolina in terms of how creation or use of public each depicts race, women, policy or laws? National tribes, identity, ability, and Immigration quotas religious groups. Note: Our focus in this Prohibition and the Temperance unit is on elections and Movement 10 August 15, 2024/WS/FCS SS Department  public policy/law. These Interracial marriage can be local, state or Controlled Substances Act of 1970 national. Other historical Equal Rights Amendment topics will be looked at in Title IX units 6-8. Students Americans with Disabilities Act should examine who is Same Sex Marriage heard and not heard 1960 Presidential Election within the media 2000 Presidential Election reporting. And, they 2016 Presidential Election should examine how 2020 Presidential Election unheard voices may change the State understanding of the Gerrymandering event. Some topics HB2 listed overlap with Unit 7, but there are many Local options to choose from Eminent domain in U7. Avoid voting and ○ Business 40 in the 1950s citizenship topics as all ○ Winston-Salem Beltway of U6 deals with those. Nuisance action ○ Liberty St. Citgo Communicating Conclusions How will students communicate their understandings from this unit? CL.C&G.3.7 Assess the Have students answer the Unit Essential Questions effectiveness of the Ask students to create a campaign strategy for a virtual or actual candidate for office. The strategy election process at the must include reasons for party affiliation, types of voters targeted and why, types of media to utilize national, state, and local and why, types of funding sources and why and methods to attract voters. levels. Ask students to choose a candidate who won an election and to evaluate why that candidate won (how voters were attracted?, funding?, use of media?, types of campaign events?, endorsements?, platform?, etc) Create a responsible social media ad for a candidate of your choice. Create an irresponsible social media ad for a candidate of your choice. Write a short essay to explain the difference. 11 August 15, 2024/WS/FCS SS Department  Instructional Resources And Materials Unit Resources Unit Assessment Items Unit Primary Resources Unit Websites and Videos Graphic Organizers Formative and Primary Sources Podcasts Readings w/ Questions Summative Readings/Articles Videos History Labs Multiple Choice Songs Websites Activities Constructed Response Maps/Images Culturally Responsive Performance Tasks Reading General Teacher Resources Opportunities for Student Ownership of Learning Ideas Analyzing Campaign Messages Politics and Public Policy, from iCivics Possible Compelling Questions for Inquiry Inquiry Based Projects Unit 3: Is voting worth the time?, from WSFCS Do We Need the Electoral College?, from C3 12 August 15, 2024/WS/FCS SS Department