Political Parties in The United States 12 Grade U.S. Government Jack Karaffa December 1, 2020

Political Parties in the United States
12th Grade U.S. Government
Jack Karaffa
December 1, 2020
Introduction
The twelfth grade Social Studies Unit is on the major political parties in the United
States. This unit will take two weeks to execute. The students will be able to analyze, research,
and create content of the political parties to demonstrate academic growth and understanding.
This unit connects with the overall curriculum of this course because it implements the methods
(student-centered-learning), technology (flipgrid, google forms, pear deck, google tour builder,
and thing link), resources, frameworks (C3 Framework, blooms taxonomy), standards (CCSS,
C3 Standard, and Ohio Standards), and research from our curriculum.
This unit relies on student-centered learning, independent research, different methods of
group collaboration, and using the backward design approach. Each lesson begins with a
question to spark curiosity for the activities planned. Backwards design works with my lesson
because it helped me unpack my standard, design assessments and activities, and review the
student learning that occurs. In addition, this unit intertwines with our curriculum because of the
incorporation of growth mindset in the unit. In each lesson, the students have to justify their
reasoning, collaborate, and work hard to become resilient and confident students.
This units connects to past content by using their prior knowledge of the structure of
power and governance, two major parties (Republicans and Democrats), knowledge of basic U.S.
geography, and concepts of supply and demand. The students will need to know the importance
of civic responsibility, the political party platforms and ideologies, formation of the political
parties, and electoral college process to be successful. The majority of the assessments in the unit
are summative. However, my formative assessments will occur during my instruction. The
majority of my formative assessments will be incorporated by questions throughout my lesson.
In the economics lesson, students will be asked: Can you elaborate on why Republicans are in
favor of capitalism? These questions will help me asses if they understand the content being
taught.
The History lesson will take three days to complete. The Civics, Geography, and
Economics lessons will each take two days to execute. On the first day of the civics lesson,
students will research the different political party platforms (thirty-five minutes). After gathering
research, the students will take a political typology quiz for the last fifteen minutes of the class
period. On the second day, the students will create a video response using flipgrid to elaborate on
their quiz results (twenty-five minutes). The next twenty-five minutes will include the student’s
presentations of their responses. On the first day of the history lesson, students will read George
Washington’s farewell speech regarding his warning about political parties (ten minutes). Next,
students will read the Lumen Learning article to become experts on their historical time period
(twenty minutes). After that, students will use the jigsaw technique to get into groups to share
their knowledge about the political parties (twenty minutes). On the second day, students will
begin to create a Google slide show presentation using Pear Deck (fifty-minutes). On the third
day, each group will present and complete the exit slip on George Washington’s farewell speech
(fifty-minutes). On the first day of the geography lesson, the students will listen and take notes
on the geographical, cultural, and economic factors that influence American politics (fifteen
minutes). Then, students will investigate the 270towin website and compare the geographical
differences in past elections (forty minutes). On the second day, students will design a Google
Tour to predict swing states in the 2020 election (fifty minutes). On the first day of the
economics lesson, the students explore thing link and look at my example (ten minutes) will
examine the diffen and party websites to determine the economic viewpoints of each party (forty
minutes). On the second day, the students will create a thing link of the economic differences of
Republicans and Democrats (forty minutes). Then, the students will take a quiz on Quizizz on
the economic differences between the two parties (ten minutes).
Rationale
This unit enables student-centered learning (SCL). Student-centered learning moves the
student from being a passive learner to an active learner in the classroom. This unit allows the
opportunity to have an active learning environment for students to explore and analyze content.
Hannafin and Lee’s (2016) article states, “SCL highlights the importance of organic learning
environments over traditional instruction” (p. 710). The unit, its content, and instructional
strategies will help build critical thinking, problem solving, and participatory skills because each
lesson includes a research element. I wanted to include research in each lesson because this unit
is designed for twelfth graders. The older aged students will benefit greatly from research
sources because it allows them to analyze, summarize, investigate, and compare sources to form
their own opinion. In addition, research provides the opportunity to collaborate with others to
share what a student has found.
Another focus of my unit was the implementation of growth mindset and the IDM Model.
Growth mindset motivates the students to understand their abilities. Hannafin and Lee’s (2016)
states when students are “intrinsically motivated, autonomous behaviors help to engage students
in deep, individual, meaningful processing” (p. 713). It encourages to praise students wisely and
build their confidence. I designed lessons to push the students out of their comfort zone to create
self-awareness of what they are learning and how it relates to their own experience. The IDM
model emphasizes that inquiry begins with a question. The beginning of each lesson has
questions incorporated because questions address the key issues and represent student ideas from
their own experiences.
This unit connects students to future content by providing the ideologies, civic
responsibility, and knowledge of the systems of national and local government to prepare them
for college level content. Not only does this lesson provide the foundation for ideologies of the
two major parties, but it also connects students to real world concepts and issues that affect their
future lives. The unit allows students to analyze, examine, and investigate the different platforms
of the two parties. As a result, this connects with their prior knowledge to form their own
opinions about the content.
The technology I selected is best fit for both the learning and the students because each
tool allowed students to go beyond to connect, explore, and interact with technology. The first
tool I used was Flipgrid. Flipgrid is the best tool for my learning activity because it supports self-
assessment and allows students the opportunity to reflect on the results of the political party quiz.
This tool improves digital literacy and motivates students to speak. The second tool I used was
Pear Deck. Pear Deck is a great tool for students because it enhances active learning and keeps
students engaged. Pear deck allows students to answer questions, provide feedback, and helps
students take ownership of their own learning. The third tool in my unit was Google Tour
Builder. This tool promotes active learning where students can design a tour using geography.
Google tour builder allows students to construct their own interpretation of how politics effects
different geographical regions. The last tool I used in my lesson was Thing link. This resource is
great because students will use it to create media-rich images by adding texts, images, videos,
and URLs on top of the base image. I used it because it brings the images, websites, and videos
to life with the interactive options for students to explore.

Outcomes/Standards/Evidence Alignment
SLO CCSS-ELA in History/Social Evidence of SLO attainment

Studies
(SLO 1) Students will be CCSS.ELA-LITERACY.CCRA.R.2  Flipgrid video response to
able to analyze the major Determine central ideas or themes of a elaborate on the student’s quiz
political parties in the U.S. text and analyze their development; results. Informal Summative
by examining each party’s summarize the key supporting details (SLO 1 & 3)
platform. (Civics) and ideas.
(SLO 2) Students will be CCSS.ELA-LITERACY.RH.11-12.8  Quiz on political spectrum to

able to decide their own Evaluate an author's premises, claims, determine political typology.
political ideologies by and evidence by corroborating or Informal Summative (SLO 2)
taking the political party challenging them with other information.
quiz. (Civics)
(SLO 3) Students will CCSS.ELA-LITERACY.RH.11-12.6  Flipgrid video response to

create a response video Evaluate authors' differing points of view elaborate on the student’s quiz
using Flipgrid to elaborate on the same historical event or issue by results. Informal Summative
on their quiz results. assessing the authors' claims, reasoning, (SLO 1 & 3)
(Civics) and evidence.
(SLO 1) Students will be CCSS.ELA-LITERACY.RH.11-12.2  Google Form: Exit ticket.

able to explain whether Determine the central ideas or (Agreement or disagreement
they agree or disagree with information of a primary or secondary on Primary Source). Informal
George Washington’s source; provide an accurate summary Summative (SLO 1)
farewell address in their that makes clear the relationships among
exit slip. (History) the key details and ideas.
(SLO 2) Students will be CCSS.ELA-LITERACY.CCRA.R.1  Political Party Time Period

able to summarize the Read closely to determine what the text Group Presentation/
history of the political says explicitly and to make logical Slideshow. (SLO 2 & 3)
parties when reading the inferences from it; cite specific textual Informal Summative
Lumen Learning article. evidence when writing or speaking to
(History) support conclusions drawn from the text.
(SLO 3) Students will CCSS.ELA-LITERACY.RH.11-12.6  Political Party Time Period

create a Google slide show Evaluate authors' differing points of view Group Presentation/
presentation (using pear on the same historical event or issue by Slideshow. (SLO 2 & 3)
deck) on their assigned time assessing the authors' claims, reasoning, Informal Summative
period to demonstrate and evidence.
understanding of the
content. (History)
(SLO 1) Students will be CCSS.ELA-LITERACY.CCRA.R.2  Roadto270 interactive map.

able to investigate the Determine central ideas or themes of (SLO 1 & 2). Informal
270towin website to Summative
highlight important a text and analyze their development;
geographical factors in past summarize the key supporting details
presidential elections. and ideas.
(Geography)
(SLO 2) Students will be CCSS.ELA-LITERACY.RH.11-12.3  Roadto270 interactive map.
able to compare the Evaluate various explanations for actions (SLO 1 & 2). Informal
geological differences in or events and determine which Summative
past elections. (Geography) explanation best accords with textual
evidence, acknowledging where the text
leaves matter uncertain.
(SLO 3) Students will be CCSS.ELA-LITERACY.RH.11-12.7  Google Tour Builder. (SLO 3).

able to design a Google Integrate and evaluate multiple Informal Summative
Tour to predict swing states sources of information presented in
in the 2020 election. diverse formats and media (e.g.,
(Geography) visually, quantitatively, as well as in
words) in order to address a question
or solve a problem.
(SLO 1) Students will be CCSS.ELA-LITERACY.CCRA.R.10  Thing Link of economic

able to examine relevant Read and comprehend complex literary differences. Informal
information regarding the and informational texts independently Summative (SLO 1 & 2)
economy on the two major and proficiently.
political parties by using
the diffen website and the
party websites/platforms.
(Economics)
(SLO 2) Students will be CCSS.ELA-LITERACY.RH.11-12.7  Thing Link of economic

able to use technology to Integrate and evaluate multiple sources differences. Informal
create an interactive thing of information presented in diverse Summative (SLO 1 & 2)
link that demonstrates the formats and media (e.g., visually,
student’s understanding of quantitatively, as well as in words) in
the economic/political order to address a question or solve a
differences of the two problem.
major parties. (Economics)
(SLO 3) Students will be CCSS.ELA-LITERACY.RH.11-12.6  Economic Quizizz on

able to determine between Evaluate authors' differing points of view economic difference between
Republican and Democrat on the same historical event or issue by the two major parties. Formal
economic viewpoints on the assessing the authors' claims, reasoning, Summative (SLO 3).
political party quiz. and evidence.
(Economics)
Research-Based Reflection
A variety of instructional strategies are employed throughout the unit. Major strategies
implemented in the unit include Own it, Learn it, and Share it, student-centered learning, blended
and flipped learning, critical thinking, reflective skepticism, growth mindset, and backward
design. As stated above in the rationale, I wanted this unit to focus on research and critical
thinking to create an active student-centered learning environment. The first instructional
strategy implemented in my unit is the Own it, Learn it, and Share it strategy. I chose this
because this strategy promotes student goals, scaffolding, and student engagement. According to
Hannafin & Lees’s (2016) article, OLS is designed to enhance engagement by “providing
choices that matter, supporting students as they monitor progress, and facilitating helpful peer
review” (p. 723).
The second major strategy used in the unit was the integration of technology in a blended
or flipped classroom. This unit has an emphasis on blended learning because of its ability to
integrate technology. Device -driven instruction and face-to-face instruction together can be
effective in the classroom. Delgado et al. (2015) states, blended technology had a positive effect
“when instructors’ involvement, interaction, content, student capabilities, and the right amount of
human to technology were combined” (p. 403). The third strategy employed throughout my unit
was the importance of critical thinking. In the unit, the students will examine primary and
secondary sources to build their critical thinking skills to understand the content. Critical
thinking is the foundation of civic education. In Bermudez’s (2015) article, she states, “Problem-
posing connects past and present (historical and current realities), and self and society (personal
and social experience), this making school learning significant to the student” (p. 107). Overall,
this lesson encourages students to become aware of their own learning and think critically.
Lesson Planning Template Jack Karaffa
Lesson Title: ____Civics Lesson_________ Grade:__12th_____
Compelling Question: How are the political parties related to your beliefs?
Supporting Question: What political issues are most important to you?
Rationale for contemporary technology integration: As creators, students will use Flipgrid to create a
video response of their quiz results. Flipgrid is the best tool for my learning activity because it supports
self-assessment and allows students the opportunity to reflect on the results of the political party quiz.
This tool improves digital literacy and motivates students to speak. Flipgrid does not force students to
speak in front of the class but rather gives them the space and time to build confidence to speak in front of
the screen. This tool allows them to share their response with their classmates and provides digital
engagement in which a normal presentation would not do.
Learning Target/Student learning outcome (SLO):

1. Students will be able to analyze the major political parties in the United States by examining each
party’s platform.
2. Students will be able to decide their own political ideologies by taking the political party quiz.
3. Students will create a response video using Flipgrid to elaborate on their quiz results.
Grade Level Guide: Content Standards

Content Curriculum Focal Points Common Core State Standards Interdisciplinary Connections
(ie: NCSS, Ohio Standards)
D2. Civ.10.9-12. Analyze the CCSS.ELA- English Language Arts with standard:
impact and the appropriate roles of LITERACY.CCRA.R.2 CCSS.ELA-LITERACY.CCRA.R.2
personal interests and perspectives Determine central ideas or
on the application of civic virtues, themes of a text and analyze Discipline of history: Students explain
democratic principles, constitutional their development; summarize political beliefs and party alignments
rights, and human rights. the key supporting details and have shifted overtime.
D2.Civ.10.9-12. Apply civic virtues ideas.
and democratic principles when Discipline of economics: Student’s
working with others. CCSS.ELA- research of each party’s stance on the
LITERACY.RH.11-12.8 economy.
Ohio Standards Evaluate an author's premises,
American Government: TOPIC: claims, and evidence by
CIVIC INVOLVEMENT: corroborating or challenging
Students can engage societal them with other information.
problems and participate in
opportunities to contribute to the
common good through CCSS.ELA-
governmental and nongovernmental LITERACY.RH.11-12.6
channels. CONTENT Evaluate authors' differing
STATEMENTS: 1 and 2. points of view on the same
historical event or issue by
assessing the authors' claims,
reasoning, and evidence.
Academic Language: Analyze the major political parties. Students will determine issues that are
important to them. Students justify which party that affiliate themselves with the most. Students will
present their results of the quiz by using contemporary technology: flipgrid. Key vocabulary: Liberal:
favorable to progress or reform, Conservative: opposition to rapid changes, supports keeping traditions.
Nonaffiliated: not closely associated, and political party: organized group of people that have similar
ideology that seek to influence public policy by getting their candidate elected. Typology: classification
according to a general type.
Students’ Needs: Students should know the two major parties: Democrats and Republicans. Students
should know the structure of power and governance. Knowledge of systems of national and local (Ohio)
governments. How political beliefs are formed and the importance of civic responsibility. Knowledge
gaps: Political party platforms and particular ideologies.
English Language Learners (How can ELLs meet Special Needs (can be a group such as
instructional goals of the lesson while at the same time “struggling readers” or individuals)
develop English language competencies?)
ELL students will be paired with friendly fluent students to Struggling reader: Students will look at
research the different political party platforms. The fluent the dry erase board and see the
students will research and guide the ELL students throughout instructions for researching. To aid
the lesson. The fluent students will summarize what they have struggling readers: reading
research or help identify key unknown words. comprehension strategies will be
implemented. Struggling readers will
have to predict, infer, summarize, and
question each party platform.
Materials: Student Needs: Laptop, Wi-Fi, Flipgrid, websites of each party’s platform, political topology
website (quiz), and Rubric. Teacher Needs: Laptop, Wi-Fi, Whiteboard, dry-erase markers, and
curriculum/textbook, Flipgrid, websites of each party’s platform, and political topology website (quiz),
Rubrics.
Language Function: Students will analyze, evaluate, and interpret the different party platforms.
(Example will be provided of what a good analysis looks like). Students will move beyond lower level
thinking because the students will be conducting their own research and developing their own opinion on
which party ideology suits them best. Towards the end of the lesson, the students will create/synthesize a
video response to why they chose particular stances on issues. The students have to justify/support their
quiz results.
Lesson Plan
Before: The supporting questions and SLOs will be posted on the board. The activity will begin by
students answering the following questions: What is the first thing you think about when you hear
Republican or Democrat? In your own words, write one sentence describing Republican and Democrat.
Students will be given the opportunity to share their responses by raising their hand (creating a
small/short classroom discussion). The, students will be told what they are doing for the rest of the class
period.
 Students will be told that they will be investigating/researching the platforms of the different
political party’s websites.
 Take political typology quiz.
 Create Flipgrid video response.
During: First, students will conduct independent research on the ideologies, beliefs, and issues of each
major U.S. party. Students are expected to write down 5 major issues/beliefs of each party on a sheet of
paper and have a solid understanding of each party. Students will be held accountable by walking around
the room checking on each student to make sure they are staying on task. If someone is struggling they
may pair up with someone. Students will be asked: Can you make a distinction between Democrats and
Republicans? What facts can you compile about each party? What is your opinion of a party at this point
in your research? When finished with the research portion, students will take a quiz on Pew Research to
determine where they fit in terms of their political typology. Once finished with the quiz, students will be
given the Flipgrid rubric to look at the criteria for the video. After that, students will begin creating their
video response to elaborate on their quiz results. Students who finish early will have the opportunity to
write more than five points of what each party believes. A re-teaching strategy for the students lacking
prior knowledge could be implementing a short YouTube video going over the basics of the content.
After: Students will have to answer the following questions: Why do you believe you fell into a
particular group? What issues were most important to you while taking the quiz? What are the major
differences between the parties? Students will answer these questions using the think-pair-share structure.
Then students will present their results of the quiz by using Flipgrid. The student will take informed
action by creating a campaign to register to vote within their local community. Students will get together
on a Saturday at their local shopping mall (with permission from the mall) and provide resources for the
public to register to vote. This incorporates civics because it promotes civic responsibility and
encouraging others to participate in their civic duty as well.
Assessment:
Type of assessment Description of Modifications to Evaluation Criteria- How good is good

(formal or informal; assessment the assessment so enough to meet standards?
formative or What will students do that all students (related to the learning objectives)
summative) to show what they have may demonstrate Include scoring guide, rubric or other
learned? learning criteria
Informal Summative  Flipgrid video If a student’s laptop  Flipgrid Checklist (On Google
(SLO 1 & 3) response to is not working, they Doc)
elaborate on may use their
the student’s cellphone to the
quiz results. quiz and record
their response.
Informal Summative  Quiz on  Participation Rubric (On Google

(SLO 2) political Doc)
spectrum to
determine
political
typology.
Resources:
Source A: Excerpts from Republican, Democrat, Green Party, and Libertarian platforms.
Source B: Quiz
Source C: Flipgrid
Source D: Rubrics
Lesson Planning Template
Lesson Title: ____History Lesson_________ Grade:__12th_____
Supporting Question: How did the political parties form?
Rationale for contemporary technology integration: Students will use Google Forms for their
contemporary knowledge integration. Google Forms is the best tool for my learning activity because it
will be used as an exit ticket for the students at the end of class. Google Forms allows educators to assess
their students on what they have learned from the class period. This tool is easy, short, and efficient to
assess student learning. Google Forms allows the students to submit their response and immediately
gathers all the results for the educator to gather feedback. A normal exit slip cannot store the student’s
data in an organized manner, where a normal quiz would take much longer (not as efficient). Pear Deck is
another tool that will be used in this lesson. Pear deck is a great tool for this lesson because it enhances
active learning and keeps students engaged. Pear deck allows students to answer questions, provide
feedback, and helps students take ownership of their own learning. Pear deck is different from a normal
Power-point slide because it is an interactive tool and is more than just reading the slides from the
presenter.

1. Students will be able to explain whether they agree or disagree with George Washington’s
farewell address in their exit slip.
2. Students will be able to summarize the history of the political parties when reading the Lumen
Learning article.
3. Students will create a Google slide show presentation (using pear deck) on their assigned time
period to demonstrate understanding of the content.

D2.His.4.9-12. Analyze complex CCSS.ELA- English Language Arts with
and interacting factors that LITERACY.CCRA.R.1 standard:
influenced the perspectives of Read closely to determine what the CCSS.ELA-LITERACY.CCRA.R.1
people during different historical text says explicitly and to make
eras. logical inferences from it; cite
D2.His.9.9-12. Analyze the specific textual evidence when Discipline of Economics: Lesson
relationship between historical writing or speaking to support based on America’s two-party
sources and the secondary conclusions drawn from the text. system in terms of the political and
interpretations made from them. economic views that led to the
CCSS.ELA-LITERACY.RH.11- modern-day political parties.
Ohio Standards: TOPIC: CIVIC 12.2
PARTICIPATION AND Determine the central ideas or Discipline of Civics: Promotion of
SKILLS Democratic government information of a primary or civic responsibility and the
is enhanced when individuals secondary source; provide an American identity.
exercise the skills to effectively accurate summary that makes clear
participate in civic affairs. the relationships among the key Discipline of Geography: Lumen
CONTENT STATEMENTS: details and ideas. Learning Article provides electoral
map of the United States and
3. Issues can be analyzed displays the states who voted
through the critical use of CCSS.ELALITERACY.RH.1112.6 Democrat and Republican.
Evaluate authors' differing points
credible sources. of view on the same historical
event or issue by assessing the
4. The processes of authors' claims, reasoning, and
persuasion, compromise, evidence.
consensus building, and
negotiation contribute to
the democratic process.
 Academic Language: Vocabulary: Potent engine: having great power.

Cunning: skillful in achieving ends by deceit.
Subvert: undermine the power and authority.
Usurp: illegally take over a position of power or importance by force.
Unjust dominion: unfair control.
Summarize the different types of party systems. Students will have to question each other’s findings and
organize a class discussion. Students will have to present a summary and point out key points regarding
their assigned time period. Students will collaborate with their partners to create their presentation.
governments. How political beliefs are formed and the importance of civic responsibility. The difference
between Anti-Federalists and Federalists. Knowledge gaps: Difference between the party systems, George
Washington’s farewell address, history of the formation of the political parties.
ELL students will be paired with friendly fluent students to To aid struggling readers when reading
allow scaffolding with their native language. If a student also the content for this lesson, reading
speaks the same language, they may be paired together to help comprehension strategies will be
them relax and feel like they are part of the class. implemented. Guided practice must be
implanted. Students must learn after we
modeled reading strategies and before
we let them to read on our own.
Implementing guiding practice for
struggling readers can ensure progress in
the comprehension.
Materials: Student Needs: Laptop, Wi-Fi, Flipgrid, websites of each party systems, website of formation
of political parties, Google Slides, Pear deck, and Google Forms (exit slip). Teacher Needs: Laptop, Wi-
Fi, Flipgrid, websites of each party systems, website of formation of political parties, Google Slides, Pear
deck, and Google Forms (exit slip), and Rubrics.
Language Function: Students will acquire knowledge about the development of the political parties.
Students will move beyond lower level thinking by investigating historical questions using the Lumen
learning article to their slideshow with evidence. Towards the end of the lesson, the students will create a
slideshow using pear deck summarizing the history of political parties and the different political systems.
Towards the end of the lesson, the students will justify why they are in agreement or disagreement about
the George Washington primary source using the exit slip on Google Forms. (Example will be provided
of what a good explanation looks like).
Lesson Plan
Before: The activity will begin by students answering the following questions: How did the political
parties form? What is the first thing you think about when you hear the term political party? In your own
words, define political party. Students will be given the opportunity to share their responses by raising
their hand (creating a small/short classroom discussion). After this, the students will see the URL address
for George Washington’s farewell speech on the whiteboard. Students will be given background
information about George’s speech (Before President Washington left office, he gave a farewell speech in
which he gave a warning about political parties). Students will be given directions to read the speech
independently then turn to a partner and discuss what they read. Then, students will be told what they are
doing for the rest of the class period(s). Students will be given to read an article by Lumen Learning about
the history of political parties. Using the Jigsaw technique, students will be assigned to four groups of
five. Then, the students will be divided into subgroups (ones together, twos together, etc.). The subgroups
will focus on a particular time period and become an expert in that time period. Once the students become
experts, they will go back to their original group of five and collaborate to create a power point
presentation using pear deck. The five periods include: (Federalists and Anti-Federalists, Political parties
from 1800-1824, Jacksonian Democrats (1824-1860), The Golden Age (1860-1932), and The Modern Era
(1933-present). Students will also watch a short YouTube video on how to use pear deck to create
student engagement.
During: First, students will watch an Pear Deck tutorial video on YouTube. Next, students will read the
Lumen Learning article independently or aloud with their group. Once the students read the article, each
student will be assigned a section and will be required to become an expert in their time period. At this
time, students will be given the opportunity to take notes and re-read their assigned section. In addition,
students will be required to explain and have a sufficient understanding of their time period. Once
students examine their time period, they will be divided into subgroups based on the time period they are
assigned to. During this time, each group will be made up of the experts and they will discuss their
findings. After the expert discussion, the experts will return to their original group and share their
knowledge about the political parties. As the groups share their knowledge, they are to begin to plan for
the presentation. Students will be given a full class period to prepare their presentation. Students will be
handed the rubric for the presentations. Students will be required to implement questions, audio/video,
and images into their Pear Deck presentation. Finally, each group will give a presentation on all the time
periods by collaborating with each other’s expertise. When the presentations are over, students will revisit
George Washington’s farewell speech. The students will have to complete an exit slip explaining whether
they agree or disagree with his statement. Students will be held accountable by creating a supportive
atmosphere. Students may ask for my help at any time. I will also be walking around the room to make
sure students are staying on tasks. Students will be asked a variety of questions such as What are the parts
or features of your (assigned party)? What information would you use to support the view of your party’s
time period? If a group finishes their presentation early, I will advise them to review and think of ways to
make their presentation more engaging to their fellow classmates. A re-teaching strategy for the students
lacking prior knowledge could be pairing the students will other who have the prior knowledge to create a
collaborative environment.
After: Students will have to answer the following questions: Based on what you know now, how would
you explain a one or two-party system? Why do you think that the two-party system has lasted this long?
These questions will be structured in their original groups from the jigsaw technique. This ensures that all
students will participate in the activity. The students will take informed action by creating a campaign to
register to vote within their local community. Students will get together on a Saturday at their local
shopping mall (with permission from the mall) and provide resources for the public to register to vote.
This incorporates history because the students now have the knowledge of the two-party system and are
aware of the importance of voting.
Assessment:
Type of assessment Description of Modifications to the Evaluation Criteria- How good is

(formal or informal; assessment assessment so that good enough to meet standards?
formative or What will students do to all students may (related to the learning objectives)
summative) show what they have demonstrate learning Include scoring guide, rubric or other
learned? criteria
Informal Summative  Political Party If a student’s laptop  Presentation Rubric (on Google
(SLO 2 & 3) Time Period is not working, they Doc).
Group may use pair up with
Presentation/ a group member to
Slideshow. help contribute to the
class project.
Informal Summative  Google Form:  Exit Ticket Checklist (on

(SLO 1) Exit ticket. Google Doc).
(Agreement or
disagreement on
Primary Source).
Resources:
Source A: Excerpt from Washington’s Farewell Address
Source B: Google Forms
Source C: Google Slides
Source D: Pear deck
Source E: Example (of presentation with Pear Deck)
Source F: Peardeck Tutorial
Source G: Lumen Learning Article
Source H: Rubrics
Lesson Title: ____Geography Lesson_________ Grade:__12th_____
Supporting Question: How does geography influence political parties?
Rationale for contemporary technology integration: As creators, students will use Google Tour
Builder to create their own interactive map. This is the best tool for my learning activity because it
promotes active learning where students can design a tour using geography. Google tour builder allows
students to construct their own interpretation of how politics effects different geographical regions.
Looking at a normal map, students cannot interact individually and take students to the actual location
with pictures. Google Tour Builder allows students to create 360-degree tours and has provides the
opportunity to share with others. Students can use images, write captions for each location, and provides
immersive learning experiences.

1. Students will be able to investigate the 270towin website to highlight important geological factors
in past presidential elections.
2. Students will be able to compare and contrast the geological differences in past elections.
3. Students will be able to design a Google Tour to predict swing states in the 2020 election.

D2.Geo.2.9-12 Use maps, satellite CCSS.ELA- English Language Arts with standard:
images, photographs, and other LITERACY.CCRA.R.2 CCSS.ELA-LITERACY.CCRA.R.10
representations to explain Determine central ideas or
relationships between the locations themes of a text and analyze Discipline of history: Students
of places and regions and their their development; summarize examine the electoral map and past
political, cultural, and economic the key supporting details and presidential election results.
dynamics. ideas.
D2.Geo.8.9-12 Evaluation the Discipline of economics: Students
impact of economic activities and CCSS.ELA- learn how the economy has an effect
political decisions on spatial LITERACY.RH.11-12.3 on how citizens vote in certain
patterns within and among urban, Evaluate various explanations geographical areas.
suburban, and rural regions. for actions or events and
determine which explanation Discipline of civics: This lesson
Ohio Standards best accords with textual incorporates how location may explain
American Government: TOPIC: evidence, acknowledging where political beliefs.
CIVIC INVOLVEMENT: the text leaves matter uncertain.
Students can engage societal
problems and participate in CCSS.ELA-
opportunities to contribute to the LITERACY.RH.11-12.7
common good through Integrate and evaluate multiple
governmental and nongovernmental sources of information
channels. CONTENT presented in diverse formats
STATEMENTS: 1. Opportunities and media (e.g., visually,
for civic engagement within the quantitatively, as well as in
structures of government are made words) in order to address a
possible through political and public question or solve a problem.
policy processes. 2. Political parties,
interest groups, and the media
provide opportunities for civic
involvement through various means.
Academic Language: Compare geological differences in past elections. Question the importance of
political geography. Key vocabulary: Political geography: branch of geography that focuses on human
governments, boundaries, and divisions. Electoral college: body of people who represent the states in the
U.S., who cast votes for the presidential and vice-presidential election.
should know the structure of power and governance. Knowledge of basic U.S. geography (location of all
fifty states). Understanding of why states have more electors than others (population). Knowledge gaps:
Electoral College Process, Results of past elections, and knowledge of known swing states.
Visuals of electoral maps will be displayed on the smart board Struggling reader: Students will be
in case students are not aware of state names. Fluent speakers assigned a partner if needed if they
will assist ELL students if they are struggling with vocabulary. struggle with certain terms.
Materials: Student Needs: Laptop, Wi-Fi, 270towin website, Google Tour Builder, Twitter, YouTube,
Paper, Pencil, and rubric. Teacher Needs: Laptop, Wi-Fi, Whiteboard, Smart Board, dry-erase markers,
and curriculum/textbook, Laptop, Wi-Fi, 270towin website, Google Tour Builder, and Rubric.
Language Function: Students will integrate geographic reasoning to explore how the spatial
environment effects politics. Students will move beyond lower level thinking because the students will
use geographic reasoning to predict future swing states in the 2020 election. Students will explain why
they chose particular states and be able to justify their reasoning. Possible reasoning of students: Cultural
aspects, economic aspects, and urban/rural aspects. Students will incorporate these terms by creating the
Google Tour which provides students the opportunity to explain, predict, and justify their tour.
Lesson Plan
Before: The activity will be introduced by activating prior knowledge and create interest in the content.
Students answering the following questions: How does geography influence political parties? Why have
certain states typically vote a particular way in the past two decades? What you think when you hear about the
electoral college? Students will be given the opportunity to share their responses by raising their hand
(creating a small/short classroom discussion). Then, the students will be given instructions on what the
task will be for the next two days.
 Students will be given instructions to log on to the roadto270 website and look how geography
(states) have changed, impacted, and influenced past elections.
 Students will have to evaluate at least four elections and discuss their opinion on why certain
states leaned red or blue.
 Students will create a Google Tour Builder picking locations (states) that may be swing states in
the 2020 election.
 Students will submit their tour and share their findings using twitter!
During: First, students will listen the teacher give a 15 min lecture on geographic, cultural, and
economic factors that influence American politics. Then, students will explore the roadto270 website and
discuss past results with their elbow partner. Students will be required to compare three geological
difference by examining past elections. Once students finish exploring, they will watch an eight-minute
YouTube video on the electoral college to gain knowledge. Then, students will go back to the website and
begin to choose their own potential path to a victory. After that, students will be given their Google Tour
Checklist to begin transition to the next activity. Students will use their knowledge from the roadto270
website to create a Google Tour and pick states that they predict will be swing states in the 2020 election.
Finally, students will have to justify their geographic reasoning to their classmates (elbow partner).
Students will be asked: What geographical reasoning can you provide for two completely different states
such as Wyoming and Vermont? What can you predict about the upcoming 2020 election? How would
you prioritize the economy and cultural factors depending on the state you lived in? Students will be held
accountable by creating an accountability partner system in my classroom where they meet on a regular
basis to evaluate each other. This system allows the opportunity for students to coach one another and
receive feedback on they need to do better. Possible extensions can include adding more states onto a
student’s Google Tour if they finish early. Possible re-teaching strategies could be implementing peer-
coaching to benefit both students.
After: Students will have to answer the following questions: Why did you choose particular swing
states? Did their location (urban or rural) have any influence on your decision? How did having a spatial
perspective change your view on politics? If it did not change, why not? Based on what you know, how
would you explain particular state’s loyalty to a party? These questions will be structured by asking
students to turn to an elbow partner. This gives students the opportunity to exchange ideas while being
time efficient. The students will take informed action by creating a campaign to register to vote within
their local community. Students will get together on a Saturday at their local shopping mall (with
permission from the mall) and provide resources for the public to register to vote. This project
incorporates geography because the students will be aware of how their state influences the electoral
college. For example, Ohio, Florida, and Pennsylvania are major swing states.
Assessment: How will you determine who knows which objectives? Describe the tools and techniques
you will use.

Informal Summative  Roadto270 If a student’s  Participation Rubric (on Google
(SLO 1 & 2) interactive computer or tour is Doc)
map. not working,
modifications such
as writing down
Informal Summative  Google Tour swing states on a  Checklist Rubric (on Google Doc)
(SLO 3) Builder. sheet of paper (with
descriptive
geographical
elements) will be
implemented.
Resources: Source A: https://www.270towin.com/
Source B: Google Tour Example
Source C: Twitter
Source D: YouTube Video
Source E: Rubrics
Lesson Title: ____Economics Lesson_________ Grade:__12th_____
Rationale for contemporary technology integration: As creators, students will use Thing link and
Quizizz. Students will use thing link to create media-rich images by adding texts, images, videos, and
URLs on top on the base image. It is different from a normal poster board because thing link brings the
images, websites, videos to life with the interactive options for students to explore! Quizizz will be used
as an assessment for the students to show their knowledge on the differences between the two major
parties. Quizizz is the best tool for my learning activity to assess the students because the after-quiz
reports make it simple to the student’s quiz results to give immediate feedback (unlike using a
paper/traditional quiz). It is a great tool for students to recall facts and help prepare students for a unit
exam.
Supporting Question: What are the economic differences between America’s two major parties?

1. Students will be able to examine relevant information regarding the economy on the two major
political parties by using the diffen website and the party websites/platforms.
2. Students will be able to use technology to create an interactive thing link that demonstrates the
student’s understanding of the economic/political differences of the two major parties.
3. Students will be able to determine between Republican and Democrat economic viewpoints on
the political party quiz.

D2.Eco.8.9-12 Describe the CCSS.ELA- English Language Arts with standard:
possible consequences, both LITERACY.CCRA.R.10 CCSS.ELA-LITERACY.CCRA.R.10
intended and unintended, of Read and comprehend complex
government policies to improve literary and informational texts Discipline of civics: Lesson integrates
market outcomes. independently and proficiently. the two-party system in terms of its
political and economic ideas and
Ohio Standards promotes the importance of civic
American Government: TOPIC: CCSS.ELA- responsibility.
CIVIC INVOLVEMENT: LITERACY.RH.11-12.7
Students can engage societal Integrate and evaluate multiple
problems and participate in sources of information
opportunities to contribute to the presented in diverse formats
common good through and media (e.g., visually,
governmental and nongovernmental quantitatively, as well as in
channels. CONTENT words) in order to address a
STATEMENTS: 1. Opportunities question or solve a problem.
for civic engagement within the
structures of government are made CCSS.ELA-
possible through political and public LITERACY.RH.11-12.6
policy processes. 2. Political parties, Evaluate authors' differing
interest groups, and the media points of view on the same
provide opportunities for civic historical event or issue by
involvement through various means. assessing the authors' claims,
Academic Language: Provide evidence of the different economic standpoints between the two parties.
Examine the websites to present your findings with your partner. Key vocabulary: capitalism, socialism,
economy, stock market, and GDP growth.
should know the structure of power and governance. Students should know basic concepts such as supply
and demand, scarcity, and costs and benefits. Knowledge gaps: Particular views of Republican and
Democratic viewpoints on the economy. GDP Growth.
Provide students with supplemental vocabulary list and their Struggling Readers: Students could
definitions to help the ELL students learn key vocabulary. receive modified organizers that include
more background information to ease
his or her learning.
Materials: Student Needs: Laptop, Wi-Fi, Both party’s website, Diffen website, Thing link, Quizizz,
Paper, Pencil, and rubric.
Teacher Needs: Laptop, Wi-Fi, Whiteboard, Smart Board, dry-erase, Both party’s website, Diffen
website, Thing link, Quizizz, Paper, Pencil, and rubrics.
Language Function: Students will compare multiple sources of each party’s economic
differences/policies. Students will then analyze their sources, images, websites, and videos to their thing
link to synthesize a thing link. (Example will be provided of what a good analysis looks like).
Lesson Plan
Before: The activity will be introduced by writing the SLOs and supporting question on the white board.
Students will answer the following questions to get students curious about the task: What do you think of
when you hear the phrase the economy is booming? Students will be given the opportunity to share their
responses by raising their hand (creating a small/short classroom discussion). Students will be presented
with an outline of the directions for the economics lesson.
 Watch YouTube video on how to use thing link.
 Begin Research on economic viewpoints on Republicans and Democrats.
 Use your research to create a thing link of the economic differences of Republicans and
Democrats.
 Take Quiz on Quizizz on economic differences between the two parties.
During: First, students will listen to the YouTube video on the basics of think link. Next, students will
have the opportunity to view my thing link as an example. Students will be given a checklist to meet the
criteria needed to succeed. Students will begin to research/examine different websites, platforms, and
videos to incorporate into their thing link. They will be required to put at least six interactive links in
their thing link (three Republican viewpoints and three Democrat viewpoints). Once the students create
their thing link, they will share them to the teacher. Students are required to cite their findings in APA
format. Students will be given the rubric to self-assess their work. Finally, the students will take the quiz
on Quizizz. Students will be held accountable by using an accountability partner system in my classroom
where students meet on a regular basis to evaluate each other. This system allows the opportunity for
students to coach one another and receive feedback on they need to do better. Students will be asked:
What ideas justify making healthcare universal? Can you elaborate on why Republicans are in favor of
capitalism? Students who finish early have the opportunity to create more links in the thing link! Possible
re-re-teaching strategies could be watching a YouTube video on the main differences that a student found
to help re-teach particular content.
After: Students will have to answer the following questions: What are key differences between the two-
party’s view of the economy? Do you agree with the viewpoints of either party? If so, can you elaborate
on which polices you like? These questions will be structured by using the elbow partner technique. They
will discuss their answers and ideas with a partner that is close by. This technique is quick and efficient
while still providing engagement. The students will take informed action by creating a campaign to
This project incorporates economics because students will be more aware of why citizen votes a particular
way. Students will be taught that economics is often a key issue for voters in the U.S.
you will use.

Informal Summative  Thing Link If a student’s  Checklist Rubric (Thing Link) on
(SLO 1 & 2) computer is down, Google Doc
students will be
Formal Summative  Economic assigned a partner  Quizizz gives immediate results.
(SLO 3) Quizizz for the research The quiz meets the standard of
portion. For the student knowledge of economic
quiz, I will give party viewpoints. (Quizizz link).
orally, and the
student will answer
if it is Democrat or
Republican. (It is a
short quiz).
Resources:
Source B: Diffen
Source C: https://www.thinglink.com/edu
Source D: Quizizz
Source E: YouTube Tutorial
Source F: Thing Link Rubric
Reference Page and Appendices
Bermudez, A. (2015). Four Tools for Critical Inquiry in History, Social Studies, and Civic
Education. Revista de Estudios Sociales, 52, 102–118.
https://doi.org/10.7440/res52.2015.07
Delgado, A. J., Wardlow, L., McKnight, K., & O, M. K. (2015). Educational Technology: A
Review of the Integration, Resources, and Effectiveness of Technology in K-12
Classrooms. Journal of Information Technology Education, 14, 397–416.
https://doi.org/10.28945/2298
Lee, E., & Hannafin, M. (2016). A design framework for enhancing engagement in student-
centered learning: own it, learn it, and share it. Educational Technology Research &
Development, 64(4), 707–734. https://doi.org/10.1007/s11423-015-9422-5
Appendence A:
Jack Karaffa
Stage 1: EDU 365 Unit Design “Big Picture” Plan
Unit Grade Level: 12

Topic: Political Parties
Number of Days: 9
Interdisciplinary Assistance: Have a President of County Political Party give a presentation on
the values of his/her political party (virtually).
Standards Alignment
CCSS OHIO Social Studies
English Language Arts Standards » History/Social C3 Framework:
Studies » Grade 11-12
D2.His.15.9-12
CCSS.ELA-LITERACY.RH.11-12.7
CCSS.ELA-LITERACY.RH.11-12.1 American Government: TOPIC: CIVIC
CCSS.ELA-LITERACY.RH.11-12.3 INVOLVEMENT: Students can engage societal
CCSS.ELA-LITERACY.RH.11-12.6 problems and participate in opportunities to contribute to
CCSS.ELA-LITERACY.RH.11-12.8 the common good through governmental and
CCSS.ELA-LITERACY.RH.11-12.2 nongovernmental channels. CONTENT STATEMENTS:
1. Opportunities for civic engagement within the

structures of government are made possible
through political and public policy processes.
2. Political parties, interest groups and the media

provide opportunities for civic involvement
through various means.
TOPIC: CIVIC PARTICIPATION AND SKILLS
Democratic government is enhanced when individuals

exercise the skills to effectively participate in civic affairs.
CONTENT STATEMENTS:
3. Issues can be analyzed through the critical use of

credible sources.
4. The processes of persuasion, compromise,

consensus building, and negotiation contribute to
the democratic process.
Compelling Question How are the political parties related to your beliefs?
Supporting Question Supporting Question Supporting Question Supporting Question

Civics History Geography Economics
What political issues are How did the political How does geography What are the parties
most important to you? parties form? influence political parties? approaches to regulating the
economy?
Formative Formative Formative Performance Formative Performance
Performance Task Performance Task Task Task
Analyze and take notes Read the excerpt from Investigate the website Examine the viewpoints of
on all of the national George Washington’s 270towin and examine past Republicans and Democrats
party’s platforms. Take farewell address. Exit election results looking at regarding the economy. Create
a quiz to see where you ticket: On Google electoral college map. Pair a thing link showing the
stand on the political forms, write one up and compare the differences and similarities
spectrum. Then, create a paragraph explaining geographical differences. between the two. Take the
video response of your whether you agree or Then, interact with the political party quiz on quizizz
quiz experience on disagree with Presidential Map and create regarding the differences of
Flipgrid. Washington’s warning, a specific matchup on who both parties. Then, present
you will think will win the your research of the party’s
and explain why.
presidency. Finally, design approaches.
Create a Google slide
a google tour to select
show on their assigned
which states will be swing
time period. states in the 2020 election.
Featured Sources Featured Sources Featured Sources Featured Sources
Source A: Excerpts Source A: Excerpt from Source A: Excerpt from Source A: Excerpts from
from Republican, Washington’s Farewell Politics, Geography, and Republican, Democrat, Green
Democrat, Green Party, Address Political Geography Party, and Libertarian
and Libertarian Source B: Google Source B: platforms.
platforms. Forms https://www.270towin.com Source B: Diffen
Source B: Quiz Source C: Google / Source C:
Source C: Flipgrid Slides https://www.thinglink.com/edu
Source D: Pear deck Source C: Google Tour Source D: Quizizz
Source E: Example Example
Summative Assessment Task How are the political parties related to your beliefs?
Formulate an argumentative essay (3 pages) that confronts your perspective
regarding the compelling question. Use relevant evidence to support your claims
while taking into consideration competing views. Use APA format.
Taking Informed Action  The students will take informed action by creating a campaign to
register to vote within their local community. Students will get
together on a Saturday at their local shopping mall (with permission
from the mall) and provide resources for the public to register to
vote.
Appendence B:
Stage Two: Research
The first article focuses on student-centered learning (SCL). Student-centered learning
moves the student from being a passive learner to an active learner in the classroom. This theory
makes the student responsible for their own learning and becomes more independent learners.
The purpose of Hannafin & Lees’s (2016) article is to provide the guidelines and the framework
to enhance active learning, the cognitive and social aspects of learning, and student engagement.
The article emphasizes a student’s experience and actively constructing knowledge creates a
better outcome rather than merely passively receiving information. The article states, “SCL
highlights the importance of organic learning environments over traditional instruction” (p. 710).
A student initiating their learning goals is based on their learning environment. If the
environment is too structured, the students will not have as many opportunities to explore and
analyze content. One section that stood out was the theory of self-determination and
constructivism. The self-determination theory implements the framework for motivating students
to pursue their learning goals. I believe this was relevant as a pre-service and future teacher
because when students are “intrinsically motivated, autonomous behaviors help to engage
students in deep, individual, meaningful processing” (p. 713). The article also highlights how
student-centered learning is rooted in the theory of constructivism. Constructivism relates to the
importance of a student’s learning environment and emphasizes the student’s ownership of their
learning process. One aspect I took from this article was the author’s findings and conclusion for
enhancing student-centered learning. The framework is called Own it, Learn it, and Share it
(OLSit). Own it motivates the student to work autonomously. It focuses on promoting individual
goals and provides choices to give the student a wide opportunity to learn. Learn it promotes the
concept of scaffolding to guide the inquiries of students. Using tools, resources, and prompts to
ask questions and to guide their research. Share it encompasses the aspect of student
engagement. Promoting dialogue and peer review will help provide different perspectives,
revision, and gain a deeper understanding of the concept. I plan on using this framework in my
unit (especially during my formative performance tasks) to enhance student engagement and
promote autonomous learning.
Lee, E., & Hannafin, M. (2016). A design framework for enhancing engagement in student-
centered learning: own it, learn it, and share it. Educational Technology Research &
Development, 64(4), 707–734. https://doi.org/10.1007/s11423-015-9422-5

The second article researched the effectiveness of education technology. The purpose of
the Delgado et al. (2015) article was to investigate the overall impact of technology and the
different types of instructional strategies. At the beginning of the article, the authors focus on the
history of technology and the new strides that it is creating. The article states a few barriers that
affect the integration of technology, number one being lack of resources. I did not find this
surprising by any means. The article states that there are a variety of ways to integrate
technology. The biggest increase in the education system today is to increase digital access for
each student. Delgado et al. states, “A 1:1 computing environment holds great promise...because
it means more hands-on time with technology for each student” (p. 401). Two things I took away
from this article were sections on blended and flipped learning. Device-driven instruction and
face-to-face instruction together could be effective in my classroom. The article states that
blended technology can be effective “when instructors’ involvement, interaction, content, student
capabilities, and the right amount of human to technology are combined” (p. 403). As a pre-
service teacher, I would love to implement this strategy in my classroom because it creates
different environments and mixes up the dynamic of your classroom. I also was intrigued by the
flipped learning section. I believe using a flipped-classroom approach, there is a wider
opportunity to integrate technology and increase learning achievement. The article found that in
recent years, the worry about resources and accessibility has declined. The section of the article
that was relevant as a pre-service teacher and to my students was the author’s results of
technology integration. The author’s results found that in reading and mathematics, technology
had a positive impact with minor inconsistencies. Accessibility to technology should be the
number one goal. I think the article’s research was important because as a hopeful future
administrator, the number of resources and funding to immerse technology is critical.
Delgado, A. J., Wardlow, L., McKnight, K., & O, M. K. (2015). Educational Technology: A
Review of the Integration, Resources, and Effectiveness of Technology in K-12
Classrooms. Journal of Information Technology Education, 14, 397–416.
https://doi.org/10.28945/2298

In Bermudez’s (2015) article, she emphasizes the importance of critical thinking and
how it is the foundation for civic education. The purpose of this article is to revolve around key
tools for inquiry thinking which include: problem-posing, reflective skepticism,
multiperspectivity, and systemic thinking. When you are thinking critically, have a historical
understanding, moral judgment, and develop a critical pedagogy you will have a “...sophisticated
understanding in the social domain” (p. 106). Using the author’s inquiry tools, it allows students
to work through social and intellectual challenges that they run into daily. The section from the
article that I thought was worthy for myself and my future students was the chart of the four
critical thinking tools. The authors findings (explained in the chart) how each tool had a driving
question, how the tool works, and the importance of the tool. I think this article is relevant as a
pre-service teacher because of the problem-posing tool. Bermudez states, “Problem-posing
connects past and present (historical and current realities), and self and society (personal and
social experience), this making school learning significant to the student” (p. 107). In addition,
there is relevance in this article for my future students as well. For example, the tool of reflective
skepticism. This tool “deconstructs the socio-cultural and political dynamics of knowledge and
thinking” (p. 108). This tool is fundamental when teaching civics to students because the
students can use reasoning and support negotiation. This allows for trust and civic virtue which
holds students accountable. The Multi-personality tool helps create a socially aware classroom.
Using the tool of systemic thinking in the classroom can help students relate past, present, and
future experiences with social contexts. This tool can help form a student’s political identity. I
can use this method in my unit plan when discussing the platforms of the political parties.
Overall, the author’s tools will help educators take a different approach to civic pedagogy. As a
result, the student will have a better understanding of their rational nature and potential to
enhance their cognitive and social development.
Bermudez, A. (2015). Four Tools for Critical Inquiry in History, Social Studies, and Civic
Education. Revista de Estudios Sociales, 52, 102–118.
https://doi.org/10.7440/res52.2015.07
Appendence C:
Lesson Planning Template Jack Karaffa
Lesson Title: ____Civics Lesson_________ Grade:__12th_____
Supporting Question: What political issues are most important to you?
Rationale for contemporary technology integration: As creators, students will use Flipgrid to create a
video response of their quiz results. Flipgrid is the best tool for my learning activity because it supports
self-assessment and allows students the opportunity to reflect on the results of the political party quiz.
This tool improves digital literacy and motivates students to speak. Flipgrid does not force students to
speak in front of the class but rather gives them the space and time to build confidence to speak in front of
the screen. This tool allows them to share their response with their classmates and provides digital
engagement in which a normal presentation would not do.

4. Students will be able to analyze the major political parties in the United States by examining each
party’s platform.
5. Students will be able to decide their own political ideologies by taking the political party quiz.
6. Students will create a response video using Flipgrid to elaborate on their quiz results.

D2. Civ.10.9-12. Analyze the CCSS.ELA- English Language Arts with standard:
impact and the appropriate roles of LITERACY.CCRA.R.2 CCSS.ELA-LITERACY.CCRA.R.2
personal interests and perspectives Determine central ideas or
on the application of civic virtues, themes of a text and analyze Discipline of history: Students explain
democratic principles, constitutional their development; summarize political beliefs and party alignments
rights, and human rights. the key supporting details and have shifted overtime.
D2.Civ.10.9-12. Apply civic virtues ideas.
and democratic principles when Discipline of economics: Student’s
working with others. CCSS.ELA- research of each party’s stance on the
LITERACY.RH.11-12.8 economy.
Ohio Standards Evaluate an author's premises,
American Government: TOPIC: claims, and evidence by
CIVIC INVOLVEMENT: corroborating or challenging
Students can engage societal them with other information.
problems and participate in
opportunities to contribute to the
common good through CCSS.ELA-
governmental and nongovernmental LITERACY.RH.11-12.6
channels. CONTENT Evaluate authors' differing
STATEMENTS: 1 and 2. points of view on the same
historical event or issue by
assessing the authors' claims,
Academic Language: Analyze the major political parties. Students will determine issues that are
important to them. Students justify which party that affiliate themselves with the most. Students will
present their results of the quiz by using contemporary technology: flipgrid. Key vocabulary: Liberal:
favorable to progress or reform, Conservative: opposition to rapid changes, supports keeping traditions.
Nonaffiliated: not closely associated, and political party: organized group of people that have similar
ideology that seek to influence public policy by getting their candidate elected. Typology: classification
according to a general type.
governments. How political beliefs are formed and the importance of civic responsibility. Knowledge
gaps: Political party platforms and particular ideologies.
ELL students will be paired with friendly fluent students to Struggling reader: Students will look at
research the different political party platforms. The fluent the dry erase board and see the
students will research and guide the ELL students throughout instructions for researching. To aid
the lesson. The fluent students will summarize what they have struggling readers: reading
research or help identify key unknown words. comprehension strategies will be
implemented. Struggling readers will
have to predict, infer, summarize, and
question each party platform.
Materials: Student Needs: Laptop, Wi-Fi, Flipgrid, websites of each party’s platform, political topology
website (quiz), and Rubric. Teacher Needs: Laptop, Wi-Fi, Whiteboard, dry-erase markers, and
curriculum/textbook, Flipgrid, websites of each party’s platform, and political topology website (quiz),
Rubrics.
Language Function: Students will analyze, evaluate, and interpret the different party platforms.
(Example will be provided of what a good analysis looks like). Students will move beyond lower level
thinking because the students will be conducting their own research and developing their own opinion on
which party ideology suits them best. Towards the end of the lesson, the students will create/synthesize a
video response to why they chose particular stances on issues. The students have to justify/support their
quiz results.
Lesson Plan
Before: The supporting questions and SLOs will be posted on the board. The activity will begin by
students answering the following questions: What is the first thing you think about when you hear
Republican or Democrat? In your own words, write one sentence describing Republican and Democrat.
Students will be given the opportunity to share their responses by raising their hand (creating a
small/short classroom discussion). The, students will be told what they are doing for the rest of the class
period.
 Students will be told that they will be investigating/researching the platforms of the different
political party’s websites.
 Take political typology quiz.
 Create Flipgrid video response.
During: First, students will conduct independent research on the ideologies, beliefs, and issues of each
major U.S. party. Students are expected to write down 5 major issues/beliefs of each party on a sheet of
paper and have a solid understanding of each party. Students will be held accountable by walking around
the room checking on each student to make sure they are staying on task. If someone is struggling they
may pair up with someone. Students will be asked: Can you make a distinction between Democrats and
Republicans? What facts can you compile about each party? What is your opinion of a party at this point
in your research? When finished with the research portion, students will take a quiz on Pew Research to
determine where they fit in terms of their political typology. Once finished with the quiz, students will be
given the Flipgrid rubric to look at the criteria for the video. After that, students will begin creating their
video response to elaborate on their quiz results. Students who finish early will have the opportunity to
write more than five points of what each party believes. A re-teaching strategy for the students lacking
prior knowledge could be implementing a short YouTube video going over the basics of the content.
After: Students will have to answer the following questions: Why do you believe you fell into a
particular group? What issues were most important to you while taking the quiz? What are the major
differences between the parties? Students will answer these questions using the think-pair-share structure.
Then students will present their results of the quiz by using Flipgrid. The student will take informed
action by creating a campaign to register to vote within their local community. Students will get together
on a Saturday at their local shopping mall (with permission from the mall) and provide resources for the
public to register to vote. This incorporates civics because it promotes civic responsibility and
encouraging others to participate in their civic duty as well.
you will use.

Informal Summative  Flipgrid video If a student’s laptop  Flipgrid Checklist (On Google
(SLO 1 & 3) response to is not working, they Doc)
elaborate on may use their
the student’s cellphone to the
quiz results. quiz and record
their response.
Informal Summative  Quiz on  Participation Rubric (On Google

(SLO 2) political Doc)
spectrum to
determine
political
typology.
Resources:
Source B: Quiz
Source C: Flipgrid
Source D: Rubrics

Lesson Title: ____History Lesson_________ Grade:__12th_____
Supporting Question: How did the political parties form?
Rationale for contemporary technology integration: Students will use Google Forms for their
contemporary knowledge integration. Google Forms is the best tool for my learning activity because it
will be used as an exit ticket for the students at the end of class. Google Forms allows educators to assess
their students on what they have learned from the class period. This tool is easy, short, and efficient to
assess student learning. Google Forms allows the students to submit their response and immediately
gathers all the results for the educator to gather feedback. A normal exit slip cannot store the student’s
data in an organized manner, where a normal quiz would take much longer (not as efficient). Pear Deck is
another tool that will be used in this lesson. Pear deck is a great tool for this lesson because it enhances
active learning and keeps students engaged. Pear deck allows students to answer questions, provide
feedback, and helps students take ownership of their own learning. Pear deck is different from a normal
Power-point slide because it is an interactive tool and is more than just reading the slides from the
presenter.

4. Students will be able to explain whether they agree or disagree with George Washington’s
farewell address in their exit slip.
5. Students will be able to summarize the history of the political parties when reading the Lumen
Learning article.
6. Students will create a Google slide show presentation (using pear deck) on their assigned time
period to demonstrate understanding of the content.

D2.His.4.9-12. Analyze complex CCSS.ELA- English Language Arts with standard:
and interacting factors that LITERACY.CCRA.R.1 CCSS.ELA-LITERACY.CCRA.R.1
influenced the perspectives of Read closely to determine what
people during different historical the text says explicitly and to
eras. make logical inferences from it; Discipline of Economics: Lesson based
D2.His.9.9-12. Analyze the cite specific textual evidence on America’s two-party system in
relationship between historical when writing or speaking to terms of the political and economic
sources and the secondary support conclusions drawn from views that led to the modern-day
interpretations made from them. the text. political parties.
Ohio Standards: TOPIC: CIVIC CCSS.ELA- Discipline of Civics: Promotion of

PARTICIPATION AND SKILLS LITERACY.RH.11-12.2 civic responsibility and the American
Democratic government is enhanced Determine the central ideas or identity.
when individuals exercise the skills information of a primary or
to effectively participate in civic secondary source; provide an Discipline of Geography: Lumen
affairs. CONTENT accurate summary that makes Learning Article provides electoral
STATEMENTS: clear the relationships among map of the United States and displays
the key details and ideas. the states who voted Democrat and
5. Issues can be analyzed Republican.
through the critical use of
credible sources. CCSS.ELA-
LITERACY.RH.11-12.6
6. The processes of Evaluate authors' differing
persuasion, compromise, points of view on the same
consensus building, and historical event or issue by
negotiation contribute to the assessing the authors' claims,
democratic process. reasoning, and evidence.
 Academic Language: Vocabulary: Potent engine: having great power.

Cunning: skillful in achieving ends by deceit.
Subvert: undermine the power and authority.
Usurp: illegally take over a position of power or importance by force.
Unjust dominion: unfair control.
Summarize the different types of party systems. Students will have to question each other’s findings and
organize a class discussion. Students will have to present a summary and point out key points regarding
their assigned time period. Students will collaborate with their partners to create their presentation.
governments. How political beliefs are formed and the importance of civic responsibility. The difference
between Anti-Federalists and Federalists. Knowledge gaps: Difference between the party systems, George
Washington’s farewell address, history of the formation of the political parties.
ELL students will be paired with friendly fluent students to To aid struggling readers when reading
allow scaffolding with their native language. If a student also the content for this lesson, reading
speaks the same language, they may be paired together to help comprehension strategies will be
them relax and feel like they are part of the class. implemented. Guided practice must be
implanted. Students must learn after we
modeled reading strategies and before
we let them to read on our own.
Implementing guiding practice for
struggling readers can ensure progress in
the comprehension.
Materials: Student Needs: Laptop, Wi-Fi, Flipgrid, websites of each party systems, website of formation
of political parties, Google Slides, Pear deck, and Google Forms (exit slip). Teacher Needs: Laptop, Wi-
Fi, Flipgrid, websites of each party systems, website of formation of political parties, Google Slides, Pear
deck, and Google Forms (exit slip), and Rubrics.
Language Function: Students will acquire knowledge about the development of the political parties.
Students will move beyond lower level thinking by investigating historical questions using the Lumen
learning article to their slideshow with evidence. Towards the end of the lesson, the students will create a
slideshow using pear deck summarizing the history of political parties and the different political systems.
Towards the end of the lesson, the students will justify why they are in agreement or disagreement about
the George Washington primary source using the exit slip on Google Forms.
Lesson Plan
Before: The activity will begin by students answering the following questions: How did the political
parties form? What is the first thing you think about when you hear the term political party? In your own
words, define political party. Students will be given the opportunity to share their responses by raising
their hand (creating a small/short classroom discussion). After this, the students will see the URL address
for George Washington’s farewell speech on the whiteboard. Students will be given background
information about George’s speech (Before President Washington left office, he gave a farewell speech in
which he gave a warning about political parties). Students will be given directions to read the speech
independently then turn to a partner and discuss what they read. Then, students will be told what they are
doing for the rest of the class period(s). Students will be given to read an article by Lumen Learning about
the history of political parties. Using the Jigsaw technique, students will be assigned to four groups of
five. Then, the students will be divided into subgroups (ones together, twos together, etc.). The subgroups
will focus on a particular time period and become an expert in that time period. Once the students become
experts, they will go back to their original group of five and collaborate to create a power point
presentation using pear deck. The five periods include: (Federalists and Anti-Federalists, Political parties
from 1800-1824, Jacksonian Democrats (1824-1860), The Golden Age (1860-1932), and The Modern Era
(1933-present). Students will also watch a short YouTube video on how to use pear deck to create
student engagement.
During: First, students will watch an Pear Deck tutorial video on YouTube. Next, students will read the
Lumen Learning article independently or aloud with their group. Once the students read the article, each
student will be assigned a section and will be required to become an expert in their time period. At this
time, students will be given the opportunity to take notes and re-read their assigned section. In addition,
students will be required to explain and have a sufficient understanding of their time period. Once
students examine their time period, they will be divided into subgroups based on the time period they are
assigned to. During this time, each group will be made up of the experts and they will discuss their
findings. After the expert discussion, the experts will return to their original group and share their
knowledge about the political parties. As the groups share their knowledge, they are to begin to plan for
the presentation. Students will be given a full class period to prepare their presentation. Students will be
handed the rubric for the presentations. Students will be required to implement questions, audio/video,
and images into their Pear Deck presentation. Finally, each group will give a presentation on all the time
periods by collaborating with each other’s expertise. When the presentations are over, students will revisit
George Washington’s farewell speech. The students will have to complete an exit slip explaining whether
they agree or disagree with his statement. Students will be held accountable by creating a supportive
atmosphere. Students may ask for my help at any time. I will also be walking around the room to make
sure students are staying on tasks. Students will be asked a variety of questions such as What are the parts
or features of your (assigned party)? What information would you use to support the view of your party’s
time period? If a group finishes their presentation early, I will advise them to review and think of ways to
make their presentation more engaging to their fellow classmates. A re-teaching strategy for the students
lacking prior knowledge could be pairing the students will other who have the prior knowledge to create a
collaborative environment.
After: Students will have to answer the following questions: Based on what you know now, how would
you explain a one or two-party system? Why do you think that the two-party system has lasted this long?
These questions will be structured in their original groups from the jigsaw technique. This ensures that all
students will participate in the activity. The students will take informed action by creating a campaign to
This incorporates history because the students now have the knowledge of the two-party system and are
aware of the importance of voting.
you will use.
Type of assessment Description of Modifications to the Evaluation Criteria- How good is

(formal or informal; assessment assessment so that good enough to meet standards?
formative or What will students do to all students may (related to the learning objectives)
summative) show what they have demonstrate learning Include scoring guide, rubric or other
learned? criteria
Informal Summative  Political Party If a student’s laptop  Presentation Rubric (on Google
(SLO 2 & 3) Time Period is not working, they Doc).
Group may use pair up with
Presentation/ a group member to
Slideshow. help contribute to the
class project.
Informal Summative  Google Form:  Exit Ticket Checklist (on

(SLO 1) Exit ticket. Google Doc).
(Agreement or
disagreement on
Primary Source).
Resources:
Source A: Excerpt from Washington’s Farewell Address
Source B: Google Forms
Source C: Google Slides
Source D: Pear deck
Source E: Example (of presentation with Pear Deck)
Source F: Peardeck Tutorial
Source G: Lumen Learning Article
Source H: Rubrics
Lesson Title: ____Geography Lesson_________ Grade:__12th_____
Supporting Question: How does geography influence political parties?
Rationale for contemporary technology integration: As creators, students will use Google Tour
Builder to create their own interactive map. This is the best tool for my learning activity because it
promotes active learning where students can design a tour using geography. Google tour builder allows
students to construct their own interpretation of how politics effects different geographical regions.
Looking at a normal map, students cannot interact individually and take students to the actual location
with pictures. Google Tour Builder allows students to create 360-degree tours and has provides the
opportunity to share with others. Students can use images, write captions for each location, and provides
immersive learning experiences.

4. Students will be able to investigate the 270towin website to highlight important geological factors
in past presidential elections.
5. Students will be able to compare the geological differences in past elections.
6. Students will be able to design a Google Tour to predict swing states in the 2020 election.

D2.Geo.2.9-12 Use maps, satellite CCSS.ELA- English Language Arts with standard:
images, photographs, and other LITERACY.CCRA.R.2 CCSS.ELA-LITERACY.CCRA.R.10
representations to explain Determine central ideas or
relationships between the locations themes of a text and analyze Discipline of history: Students
of places and regions and their their development; summarize examine the electoral map and past
political, cultural, and economic the key supporting details and presidential election results.
dynamics. ideas.
D2.Geo.8.9-12 Evaluation the Discipline of economics: Students
impact of economic activities and CCSS.ELA- learn how the economy has an effect
political decisions on spatial LITERACY.RH.11-12.3 on how citizens vote in certain
patterns within and among urban, Evaluate various explanations geographical areas.
suburban, and rural regions. for actions or events and
determine which explanation Discipline of civics: This lesson
Ohio Standards best accords with textual incorporates how location may explain
American Government: TOPIC: evidence, acknowledging where political beliefs.
CIVIC INVOLVEMENT: the text leaves matter uncertain.
Students can engage societal
problems and participate in CCSS.ELA-
opportunities to contribute to the LITERACY.RH.11-12.7
common good through Integrate and evaluate multiple
governmental and nongovernmental sources of information
channels. CONTENT presented in diverse formats
STATEMENTS: 1. Opportunities and media (e.g., visually,
for civic engagement within the quantitatively, as well as in
structures of government are made words) in order to address a
possible through political and public question or solve a problem.
policy processes. 2. Political parties,
interest groups, and the media
provide opportunities for civic
involvement through various means.
Academic Language: Compare geological differences in past elections. Question the importance of
political geography. Key vocabulary: Political geography: branch of geography that focuses on human
governments, boundaries, and divisions. Electoral college: body of people who represent the states in the
U.S., who cast votes for the presidential and vice-presidential election.
should know the structure of power and governance. Knowledge of basic U.S. geography (location of all
fifty states). Understanding of why states have more electors than others (population). Knowledge gaps:
Electoral College Process, Results of past elections, and knowledge of known swing states.
Visuals of electoral maps will be displayed on the smart board Struggling reader: Students will be
in case students are not aware of state names. Fluent speakers assigned a partner if needed if they
will assist ELL students if they are struggling with vocabulary. struggle with certain terms.
Materials: Student Needs: Laptop, Wi-Fi, 270towin website, Google Tour Builder, Twitter, YouTube,
Paper, Pencil, and rubric. Teacher Needs: Laptop, Wi-Fi, Whiteboard, Smart Board, dry-erase markers,
and curriculum/textbook, Laptop, Wi-Fi, 270towin website, Google Tour Builder, and Rubric.
Language Function: Students will integrate geographic reasoning to explore how the spatial
environment effects politics. Students will move beyond lower level thinking because the students will
use geographic reasoning to predict future swing states in the 2020 election. Students will explain why
they chose particular states and be able to justify their reasoning. Possible reasoning of students: Cultural
aspects, economic aspects, and urban/rural aspects. Students will incorporate these terms by creating the
Google Tour which provides students the opportunity to explain, predict, and justify their tour.
Lesson Plan
Before: The activity will be introduced by activating prior knowledge and create interest in the content.
Students answering the following questions: How does geography influence political parties? Why have
certain states typically vote a particular way in the past two decades? What you think when you hear about the
electoral college? Students will be given the opportunity to share their responses by raising their hand
(creating a small/short classroom discussion). Then, the students will be given instructions on what the
task will be for the next two days.
 Students will be given instructions to log on to the roadto270 website and look how geography
(states) have changed, impacted, and influenced past elections.
 Students will have to evaluate at least four elections and discuss their opinion on why certain
states leaned red or blue.
 Students will create a Google Tour Builder picking locations (states) that may be swing states in
the 2020 election.
 Students will submit their tour and share their findings using twitter!
During: First, students will listen the teacher give a 15 min lecture on geographic, cultural, and
economic factors that influence American politics. Then, students will explore the roadto270 website and
discuss past results with their elbow partner. Students will be required to compare three geological
difference by examining past elections. Once students finish exploring, they will watch an eight-minute
YouTube video on the electoral college to gain knowledge. Then, students will go back to the website and
begin to choose their own potential path to a victory. After that, students will be given their Google Tour
Checklist to begin transition to the next activity. Students will use their knowledge from the roadto270
website to create a Google Tour and pick states that they predict will be swing states in the 2020 election.
Finally, students will have to justify their geographic reasoning to their classmates (elbow partner).
Students will be asked: What geographical reasoning can you provide for two completely different states
such as Wyoming and Vermont? What can you predict about the upcoming 2020 election? How would
you prioritize the economy and cultural factors depending on the state you lived in? Students will be held
accountable by creating an accountability partner system in my classroom where they meet on a regular
basis to evaluate each other. This system allows the opportunity for students to coach one another and
receive feedback on they need to do better. Possible extensions can include adding more states onto a
student’s Google Tour if they finish early. Possible re-teaching strategies could be implementing peer-
coaching to benefit both students.
After: Students will have to answer the following questions: Why did you choose particular swing
states? Did their location (urban or rural) have any influence on your decision? How did having a spatial
perspective change your view on politics? If it did not change, why not? Based on what you know, how
would you explain particular state’s loyalty to a party? These questions will be structured by asking
students to turn to an elbow partner. This gives students the opportunity to exchange ideas while being
time efficient. The students will take informed action by creating a campaign to register to vote within
their local community. Students will get together on a Saturday at their local shopping mall (with
permission from the mall) and provide resources for the public to register to vote. This project
incorporates geography because the students will be aware of how their state influences the electoral
college. For example, Ohio, Florida, and Pennsylvania are major swing states.
you will use.

Informal Summative  Roadto270 If a student’s  Participation Rubric (on Google
(SLO 1 & 2) interactive computer or tour is Doc)
map. not working,
modifications such
as writing down
Informal Summative  Google Tour swing states on a  Checklist Rubric (on Google Doc)
(SLO 3) Builder. sheet of paper (with
descriptive
geographical
elements) will be
implemented.
Resources: Source A: https://www.270towin.com/

Source B: Google Tour Example
Source C: Twitter
Source D: YouTube Video
Source E: Rubrics
Lesson Title: ____Economics Lesson_________ Grade:__12th_____
Rationale for contemporary technology integration: As creators, students will use Thing link and
Quizizz. Students will use thing link to create media-rich images by adding texts, images, videos, and
URLs on top on the base image. It is different from a normal poster board because thing link brings the
images, websites, videos to life with the interactive options for students to explore! Quizizz will be used
as an assessment for the students to show their knowledge on the differences between the two major
parties. Quizizz is the best tool for my learning activity to assess the students because the after-quiz
reports make it simple to the student’s quiz results to give immediate feedback (unlike using a
paper/traditional quiz). It is a great tool for students to recall facts and help prepare students for a unit
exam.
Supporting Question: What are the economic differences between America’s two major parties?

4. Students will be able to examine relevant information regarding the economy on the two major
political parties by using the diffen website and the party websites/platforms.
5. Students will be able to use technology to create an interactive thing link that demonstrates the
student’s understanding of the economic/political differences of the two major parties.
6. Students will be able to determine between Republican and Democrat economic viewpoints on
the political party quiz.

D2.Eco.8.9-12 Describe the CCSS.ELA- English Language Arts with standard:
possible consequences, both LITERACY.CCRA.R.10 CCSS.ELA-LITERACY.CCRA.R.10
intended and unintended, of Read and comprehend complex
government policies to improve literary and informational texts Discipline of civics: Lesson integrates
market outcomes. independently and proficiently. the two-party system in terms of its
political and economic ideas and
Ohio Standards promotes the importance of civic
American Government: TOPIC: CCSS.ELA- responsibility.
CIVIC INVOLVEMENT: LITERACY.RH.11-12.7
Students can engage societal Integrate and evaluate multiple
problems and participate in sources of information
opportunities to contribute to the presented in diverse formats
common good through and media (e.g., visually,
governmental and nongovernmental quantitatively, as well as in
channels. CONTENT words) in order to address a
STATEMENTS: 1. Opportunities question or solve a problem.
for civic engagement within the
structures of government are made CCSS.ELA-
possible through political and public LITERACY.RH.11-12.6
policy processes. 2. Political parties, Evaluate authors' differing
interest groups, and the media points of view on the same
provide opportunities for civic historical event or issue by
involvement through various means. assessing the authors' claims,
Academic Language: Provide evidence of the different economic standpoints between the two parties.
Examine the websites to present your findings with your partner. Key vocabulary: capitalism, socialism,
economy, stock market, and GDP growth.
should know the structure of power and governance. Students should know basic concepts such as supply
and demand, scarcity, and costs and benefits. Knowledge gaps: Particular views of Republican and
Democratic viewpoints on the economy. GDP Growth.
Provide students with supplemental vocabulary list and their Struggling Readers: Students could
definitions to help the ELL students learn key vocabulary. receive modified organizers that include
more background information to ease
his or her learning.
Materials: Student Needs: Laptop, Wi-Fi, Both party’s website, Diffen website, Thing link, Quizizz,
Paper, Pencil, and rubric.
Teacher Needs: Laptop, Wi-Fi, Whiteboard, Smart Board, dry-erase, Both party’s website, Diffen
website, Thing link, Quizizz, Paper, Pencil, and rubrics.
Language Function: Students will compare multiple sources of each party’s economic
differences/policies. Students will then analyze their sources, images, websites, and videos to their thing
link to synthesize a thing link.
Lesson Plan
Before: The activity will be introduced by writing the SLOs and supporting question on the white board.
Students will answer the following questions to get students curious about the task: What do you think of
when you hear the phrase the economy is booming? Students will be given the opportunity to share their
responses by raising their hand (creating a small/short classroom discussion). Students will be presented
with an outline of the directions for the economics lesson.
 Watch YouTube video on how to use thing link.
 Begin Research on economic viewpoints on Republicans and Democrats.
 Use your research to create a thing link of the economic differences of Republicans and
Democrats.
 Take Quiz on Quizizz on economic differences between the two parties.
During: First, students will listen to the YouTube video on the basics of think link. Next, students will
have the opportunity to view my thing link as an example. Students will be given a checklist to meet the
criteria needed to succeed. Students will begin to research/examine different websites, platforms, and
videos to incorporate into their thing link. They will be required to put at least six interactive links in
their thing link (three Republican viewpoints and three Democrat viewpoints). Once the students create
their thing link, they will share them to the teacher. Students are required to cite their findings in APA
format. Finally, the students will take the quiz on Quizizz. Students will be held accountable by using an
accountability partner system in my classroom where students meet on a regular basis to evaluate each
other. This system allows the opportunity for students to coach one another and receive feedback on they
need to do better. Students will be asked: What ideas justify making healthcare universal? Can you
elaborate on why Republicans are in favor of capitalism? Students who finish early have the opportunity
to create more links in the thing link! Possible re-re-teaching strategies could be watching a YouTube
video on the main differences that a student found to help re-teach particular content.
After: Students will have to answer the following questions: What are key differences between the two-
party’s view of the economy? Do you agree with the viewpoints of either party? If so, can you elaborate
on which polices you like? These questions will be structured by using the elbow partner technique. They
will discuss their answers and ideas with a partner that is close by. This technique is quick and efficient
while still providing engagement. The students will take informed action by creating a campaign to
This project incorporates economics because students will be more aware of why citizen votes a particular
way. Students will be taught that economics is often a key issue for voters in the U.S.
you will use.

Informal Summative  Thing Link If a student’s  Checklist Rubric (Thing Link) on
(SLO 1 & 2) computer is down, Google Doc
students will be
Formal Summative  Economic assigned a partner  Quizizz gives immediate results.
(SLO 3) Quizizz for the research The quiz meets the standard of
portion. For the student knowledge of economic
quiz, I will give party viewpoints. (Quizizz link).
orally, and the
student will answer
if it is Democrat or
Republican. (It is a
short quiz).
Resources:
Source B: Diffen
Source C: https://www.thinglink.com/edu
Source D: Quizizz
Source E: YouTube Tutorial
Source F: Thing Link Rubric

Political Parties in The United States 12 Grade U.S. Government Jack Karaffa December 1, 2020

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Political Parties in The United States 12 Grade U.S. Government Jack Karaffa December 1, 2020

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Political Parties in the United States

12th Grade U.S. Government

C3 Standard, and Ohio Standards), and research from our curriculum.

This unit relies on student-centered learning, independent research, different methods of

majority of my formative assessments will be incorporated by questions throughout my lesson.

the economic differences between the two parties (ten minutes).

share what a student has found.

their own experiences.

opinions about the content.

to life with the interactive options for students to explore.

SLO CCSS-ELA in History/Social Evidence of SLO attainment

(SLO 2) Students will be CCSS.ELA-LITERACY.RH.11-12.8  Quiz on political spectrum to

(SLO 3) Students will CCSS.ELA-LITERACY.RH.11-12.6  Flipgrid video response to

(SLO 1) Students will be CCSS.ELA-LITERACY.RH.11-12.2  Google Form: Exit ticket.

(SLO 2) Students will be CCSS.ELA-LITERACY.CCRA.R.1  Political Party Time Period

(SLO 3) Students will CCSS.ELA-LITERACY.RH.11-12.6  Political Party Time Period

(SLO 1) Students will be CCSS.ELA-LITERACY.CCRA.R.2  Roadto270 interactive map.

(SLO 3) Students will be CCSS.ELA-LITERACY.RH.11-12.7  Google Tour Builder. (SLO 3).

(SLO 1) Students will be CCSS.ELA-LITERACY.CCRA.R.10  Thing Link of economic

(SLO 2) Students will be CCSS.ELA-LITERACY.RH.11-12.7  Thing Link of economic

(SLO 3) Students will be CCSS.ELA-LITERACY.RH.11-12.6  Economic Quizizz on

thinking to create an active student-centered learning environment. The first instructional

review” (p. 723).

Lesson Title: ____Civics Lesson_________ Grade:__12th_____

Supporting Question: What political issues are most important to you?

Learning Target/Student learning outcome (SLO):

Grade Level Guide: Content Standards

Type of assessment Description of Modifications to Evaluation Criteria- How good is good

Informal Summative  Quiz on  Participation Rubric (On Google

Supporting Question: How did the political parties form?

Learning Target/Student learning outcome (SLO):

Grade Level Guide: Content Standards

 Academic Language: Vocabulary: Potent engine: having great power.

Type of assessment Description of Modifications to the Evaluation Criteria- How good is

Informal Summative  Google Form:  Exit Ticket Checklist (on

Supporting Question: How does geography influence political parties?

Learning Target/Student learning outcome (SLO):

Grade Level Guide: Content Standards

Type of assessment Description of Modifications to Evaluation Criteria- How good is good

Learning Target/Student learning outcome (SLO):

Grade Level Guide: Content Standards

Type of assessment Description of Modifications to Evaluation Criteria- How good is good

Unit Grade Level: 12

1. Opportunities for civic engagement within the

2. Political parties, interest groups and the media

TOPIC: CIVIC PARTICIPATION AND SKILLS

Democratic government is enhanced when individuals

3. Issues can be analyzed through the critical use of

4. The processes of persuasion, compromise,

Supporting Question Supporting Question Supporting Question Supporting Question

The first article focuses on student-centered learning (SCL). Student-centered learning

student-centered learning is rooted in the theory of constructivism. Constructivism relates to the

promote autonomous learning.

flipped learning section. I believe using a flipped-classroom approach, there is a wider

administrator, the number of resources and funding to immerse technology is critical.

tools for inquiry thinking which include: problem-posing, reflective skepticism,

pre-service teacher because of the problem-posing tool. Bermudez states, “Problem-posing

enhance their cognitive and social development.

Lesson Title: ____Civics Lesson_________ Grade:__12th_____

Lesson Title: Civics Lesson_ Grade:12th___

Lesson Title: Civics Lesson_ Grade:12th___