Patrick+R+Civics

= I'm Running for Congress = >> http://www.people-press.org/quiz/political-party-quiz/ 2)Students will be grouped by party affiliation. Each party will create a set of common policy goals for their candidates in the elections. These policy platforms will be based on issues that are relevant to the current day (ie. Global Warming, equal pay, etc.) Each party will need to create a platform for each issue. Five issues will be given by the teacher. Students should research each issue in order to have a clear understanding of the importance of the issue and what course of action they may want to take. Teacher can also introduce articles for students to read on different issues. 3) There are 9 available seats for election (Base it off the number of students in the class and how the parties are divided). Parties may not have enough people to run for all the seats. The goal of each party will be to capture a majority of seats. To make the exercise more advanced, create political demographic information for each of the potential seats or use actual states. This will help smaller parties identify which seats to compete for. 4) Each candidate for the election will work with their team to put together an election campaign which includes campaign literature, a campaign advertisement, and other propaganda. 5) Candidates will be required to compete in a debate against any other candidates for the seat. This debate should feature one of the key issues identified by each party for the discussion. The total number of issues in the debate will depend on the number of parties involved in the campaign for the Congressional seat. 6) At some point, the teacher will introduce a current event issue from another country that the candidates must respond to in a speech (ie. Russian support of insurgents in Ukraine). 7) When assessing the different components of the project, equate points to "votes". The stronger the campaign, the more votes the candidate amasses. 8) If time allows, the teacher can introduce interest groups and the idea of campaign finance into the simulation. To do this, assign "votes" to the interest groups || How will you challenge strong students? //Strong students can serve as the campaign managers, interest groups or speechwriters to incorporate a research element for them into the exercise.// How will you support struggling students? //Struggling students will be supported by the flexibility of the teacher to work with them. Additionally, the role that the student takes within the campaign can be reflective of the skills that they possess so that the will be able to succeed.// || To extend the project beyond the classroom, students can present their campaigns to other classes to secure more votes. Additionally, elected officials or people who have worked on campaigns can come to speak to the students and provide advice. || Students will be given peer evaluation forms to help provide advice to their classmates during the speech and debates. Students will provide feedback on the strength of the position presented, the strength of arguments, and how well the speaker communicated their position. ||
 * Title: ||< I'm Running for Congress ||
 * Subject: ||< Government ||
 * Grade: ||< 10-12 ||
 * Time Frame: ||< 5-6 days ||
 * Essential Question || How can you relate students to the electoral process? ||
 * Summary: ||< Students will be building a campaign to run for office as a Senator. ||
 * Objectives || * Michigan Content Standards for High School Civics
 * 3.5 Other Actors in the Policy Process Describe the roles of political parties, interest groups, the media, and individuals in determining and shaping public policy through the investigation of such questions as: What roles do political parties, interest groups, the media, and individuals play in the development of public policy?
 * 3.5.1 Explain how interest groups, the media, political action committees, voluntary and civic associations, professional organizations, and individuals can influence and determine the public agenda.
 * 3.5.2 Describe the evolution of political parties and their contemporary influence on public policy.
 * 3.5.3 Explain the concept of public opinion, factors that shape it, and contrasting views on the role it should and does play in public policy.
 * 3.5.4 Explain the significance of campaigns and elections in American politics, current criticisms of campaigns, and proposals for their reform.
 * 3.5.5 Evaluate, take, and defend positions about the formation and implementation of a current public policy issue, and examine ways to participate in the decision making process about the issue.
 * 3.5.6 Analyze various forms of political communication to help develop an opinion on a public issue using criteria such as reliability of source, factual accuracy, omission, distorted evidence, and emotional appeals
 * 6.2 Participating in Civic Life Describe multiple opportunities for citizens to participate in civic life by investigating the question: How can citizens participate in civic life?
 * 6.2.1 Describe and evaluate the ways individuals can participate in the political process at the local, state, and national levels.
 * 6.2.2 Participate in, and evaluate the results of, a real or simulated election or campaign.
 * What 21st Century Skill Objectives does this activity/Lesson include?
 * communication
 * collaboration
 * problem solving
 * creativity & innovation
 * critical thinking
 * decision making
 * reflection
 * global awareness ||
 * Tasks: ||< 1) Students will identify with a specific political ideology by completing the political party affiliation quiz at
 * Personalization/Differentiation ||< How will you incorporate "student choice" into this project/lesson? //Students will be given freedom to develop whatever campaign materials they would like using any of the possible options.//
 * Real-World Connection || Students will be exposed to the various elements of an election. The goal of the teacher is to incorporate as many real-life elements into the project.
 * Assessment: ||< Students will be assessed through a rubric designed specifically for the campaign. The rubric will identify each element of the campaign that is required including: campaign literature, debate, campaign speech, and policy paper. This rubric will be developed using Rubistar.
 * Resources: ||< * computer access to quiz and research
 * posterboard
 * paper
 * crayons, markers, colored pencils
 * movie making software, camera (phone)
 * Google Classroom
 * Wikispaces to post any campaign ads and materials ||
 * Examples: ||<  ||
 * Reflection: ||  ||