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Unit 4 Overview |
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------ Previous Unit | Next Unit ------
Entire Chapter in ADOBE PDF Goals for this unit:
Suggested Activities:Activity 1—Pre-test Materials needed: Activity 2— As a class view the PBS Democracy Project Web site. Discuss how government is
all around us (news, services, culture, humor, etc.) and how decisions made by the
government affect us all. Materials needed: Activity 3—Ask students to brainstorm about, and make a list of, America’s strengths and
weaknesses. Analyze how American society deals with positive and negative issues (news
reports, advertising, political cartoons, etc.) by reading current newspaper articles and
visiting Web sites addressing political cartoons and political ads. Materials needed: ◆ Political ads: http://livingroomcandidate.movingimage.us/index.php Activity 4—Divide class into two groups to represent the two major political parties in the
U.S., Democrat and Republican. (Acknowledge that there are other smaller parties known
as “third parties,” but that these do not have as much support or influence as the two main
parties.) Using library and computer resources, both groups will create a list of the most
important issues to their party and outline their party’s position on each issue. Groups will Materials needed: Activity 5—Discuss as a class the legal requirements of presidential candidates in the U.S.
Regroup students in their political party groups and ask them to create a perfect
(imaginary) presidential candidate that fits the legal requirements and their party’s
positions. Include ideal background experience and personal characteristics that would
ensure his/her election. Groups then present the imaginary candidates to the class. Materials needed: Activity 6—Discuss the qualifications and responsibilities of voters (e.g., being informed
about issues and candidates, understanding the importance of voting, including where,
when, and how to vote). Activity 7— Divide the students into small groups; each group will form an original political
party. The group is responsible for identifying their “party” with a name, an animal
mascot, and a slogan. Share pictures of the Democratic donkey and the Republican
elephant. Ask why they think these symbols were chosen? What qualities does each animal
possess? Encourage students to develop a name, animal mascot, and slogan that are
connected in some way to a quality they think government should possess. Materials needed: Activity 8—Give each group a large sheet of newsprint or poster board to design a political
poster incorporating their party’s name, animal mascot and slogan. Afterward each group
will explain their poster, and then the posters will be displayed in the classroom. Materials needed: Activity 9—Students will select a city and venue in which to hold a mock convention. Using
a U.S. map and Trivia Worksheet (atlases and encyclopedias are helpful, too) identify and
discuss important considerations in choosing a convention site. Brainstorm a list of
considerations on the board before each group makes a final decision. Materials needed: Activity 10—If possible, show excerpts of video of the most recent national conventions. Materials needed: Activity 11—Discuss the purpose of primaries and conventions by explaining that political
parties use them as a way to publicize the party’s platform and confirm candidates.
Illustrate the idea of a platform by displaying (large size) sentence strips with opinions of a
topic written on each strip (e.g., “Free English classes should be offered to every
immigrant when they first arrive in the U.S.,” “Immigrants should be given a job based on
their experience and qualifications within six months of arriving to America,” etc.).
Teacher stands on this “platform” and models a short speech about the ideas from the
strips. Materials needed: Activity 12—Discuss issues that may influence a party’s platform (refer to list of America’s
strengths and weaknesses they listed in Activity 3). Discuss the connection of your “platform” to your speech’s content. Explain that political parties build an “idea platform”
for their conventions. This platform of ideas is the stand that the parties take on certain
issues (refer to political party positions worksheet in Activity 4). Materials needed: Activity 13—Give each group blank sentence strips (approximately 2-3 per student). On each
of the strips students write sentences about their party’s position on the issues they chose
to discuss at the convention. Students prepare their opening day convention speech using
the sentence strips and worksheet. Materials needed: Activity 14—Students stand on the platform, literally and figuratively, and deliver their
speeches. All students speak at the convention. Speeches are video taped and reviewed later
by the students; this provides opportunity for students and teacher to evaluate
pronunciation, body language, and verbal communication skills. Materials needed: Activity 15—Post-test Materials needed: Materials needed: Connected Activities:GUEST SPEAKER FIELD TRIP Access Reading 4, Unit 7, pp. 74-79 Summary:CASAS COMPETENCIES 5. Government and Law VOCABULARY Political Terms Basic vocabulary and context exclusive to politics (e.g., debate, parties,
conventions, foreign affairs, issues, etc.) SKILLS Listening Convention video; teacher lectures, platform speeches, discussions with
classmates, group brainstorming GRAMMAR Adjectives Descriptive words and adjective phrases referring to qualities and ENTERTAINMENT Using local resources and information, students develop an awareness of social and cultural activities. Teacher and students work together to incorporate this in the course of study. ASSESSMENT ACTIVITIES
Activity Sheets: |
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