Archive for February 2020

February 25th 2020

By | Published Friday, February 21, 2020

Lesson 4.5-6: Measuring and Evaluating Public Opinion Data

Enduring Understanding:

Public opinion is measured through scientific polling, and the results of public opinion polls influence public policies and institutions.

Learning Objectives:

Describe the elements of a scientific poll.

Explain the quality and credibility of claims based on public opinion data.

Essential Knowledge:

Public opinion data that can impact elections and policy debates is affected by such scientific polling types and methods as:

  • Type of poll (opinion polls, benchmark or tracking polls, entrance and exit polls) 
  • Sampling techniques, identification of respondents, mass survey or focus group, sampling error
  • Type and format of questions
The relationship between scientific polling and elections and policy debates is affected by the: §
  • Importance of public opinion as a source of political influence in a given election or policy debate
  • Reliability and veracity of public opinion data

Debrief 4.3: Unit One Review

In class we will review the Madisonian System, then answer the following questions...
  1. How did the Madisonian System demonstrate the principle of Separation of Powers?
  2. What are the Checks and Balances that exist within the Madisonian System
  3. How does this system reflect the main arguments of Federalist 10 and 51?

Activity #1: TIP-C to learn about Voter Behavior...

For each of the following charts complete a TIP-C analysis in your notebooks.  Make sure to highlight or underline the C(onclusion) for each one; this is the important learning target for the lesson...

NUMBER ONE
NUMBER TWO
NUMBER THREE

Activity #2:  Notes over Polling...

Click here for the NOTES

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February 19th 2020

By | Published Tuesday, February 18, 2020

Lesson 4.1-4: American Attitudes, Ideology, and Political Socialization

Enduring Understanding:

Citizen beliefs about government are shaped by the intersection of demographics, political culture, and dynamic social change.

Learning Objectives:

Explain the relationship between core beliefs of U.S. citizens and attitudes about the role of government.

Explain how cultural factors influence political attitudes and socialization.

Essential Knowledge:

Different interpretations of core values, including individualism, equality of opportunity, free enterprise, rule of law, and limited government, affect the relationship between citizens and the federal government and the relationships citizens have with one another.

Family, schools, peers, media, and social environments (including civic and religious organizations) contribute to the development of an individual’s political attitudes and values through the process of political socialization.

As a result of globalization, U.S. political culture has both influenced and been influenced by the values of other countries.

Generational and lifecycle effects also contribute to the political socialization that influences an individual’s political attitudes.

The relative importance of major political events to the development of individual political attitudes is an example of political socialization.

Debrief 4.1: Unit One Review

Use ASAP to analyze the follow excerpt:

We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.--That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed, --That whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new Government, laying its foundation on such principles and organizing its powers in such form, as to them shall seem most likely to effect their Safety and Happiness. Prudence, indeed, will dictate that Governments long established should not be changed for light and transient causes; and accordingly all experience hath shewn, that mankind are more disposed to suffer, while evils are sufferable, than to right themselves by abolishing the forms to which they are accustomed. But when a long train of abuses and usurpations, pursuing invariably the same Object evinces a design to reduce them under absolute Despotism, it is their right, it is their duty, to throw off such Government, and to provide new Guards for their future security.
                                ~ The Declaration of Independence, 1776 


Then answer the following questions:
  1. How does this excerpt reflect the Enlightenment ideals of John Locke?
  2. How does the phrase "Consent of the Governed," as stated in the excerpt, fit into the Social Contract Theory of Government?

Activity #1: Ideology and Me

(See Class Activity)

Once you have finished and you see your results (and the class results).  Explain what factors have shaped your political ideology

Activity #2: Political Socialization

Click here for Notes

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February 11th 2020

By | Published Monday, February 10, 2020

Hello!  Sorry I could not be here today, please complete the following activities on the sheet provided and turn it in at the end of class. 

Use ASAP to analyze the follow excerpt:

We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.--That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed, --That whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new Government, laying its foundation on such principles and organizing its powers in such form, as to them shall seem most likely to effect their Safety and Happiness. Prudence, indeed, will dictate that Governments long established should not be changed for light and transient causes; and accordingly all experience hath shewn, that mankind are more disposed to suffer, while evils are sufferable, than to right themselves by abolishing the forms to which they are accustomed. But when a long train of abuses and usurpations, pursuing invariably the same Object evinces a design to reduce them under absolute Despotism, it is their right, it is their duty, to throw off such Government, and to provide new Guards for their future security.
                                ~ The Declaration of Independence, 1776 


Then answer the following questions:
  1. How does this excerpt reflect the Enlightenment ideals of John Locke?
  2. How does the phrase "Consent of the Governed," as stated in the excerpt, fit into the Social Contract Theory of Government?

Activity #1: Isidewith.com Political Quiz

Take the quiz at the following link: I Side With Quiz

Once you finish, record the following information in your notebooks...
  1. Which candidate(s) did you most identify with?
  2. Were there any surprises that you found in your results?

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February 3rd 2020

By | Published Monday, February 3, 2020

Lesson 3.10: Social Movements and Equal Protection

Enduring Understanding:

The Fourteenth Amendment’s equal protection clause as well as other constitutional provisions have often been used to support the advancement of equality.

Learning Objectives:

Explain how constitutional provisions have supported and motivated social movements.

Essential Knowledge:

Civil rights protect individuals from discrimination based on characteristics such as race, national origin, religion, and sex; these rights are guaranteed to all citizens under the due process and equal protection clauses of the U.S. Constitution, as well as acts of Congress.

The leadership and events associated with civil, women’s, and LGBT rights are evidence of how the equal protection clause can support and motivate social movements, as represented by:
  • Dr. Martin Luther King’s “Letter from a Birmingham Jail” and the civil rights movement of the 1960s 
  • The National Organization for Women and the women’s rights movement 
  • The pro-life (anti-abortion) movement

Debrief: Letter from Birmingham Jail ACT Reading

Activity #1: Civil Rights Break Up

In each of your groups, you will be presenting on one of the topics from Civil Rights and Civil Liberties.  In order to do this, we will create a poster with the following information: Who was involved, What happened or what is it, Why it happened, When and Where it happened.  Then we will present to the class.  Here are the topics we will look at:


  • Civil Rights Act of 1964 
  • Plessy v. Ferguson and Brown v. The Board of Education
  • LGBTQ Issues
  • Voting including the Voting Rights Act of 1965, 19th, 24th, and 26th Amendments
  • Korematsu v. The United States
Then we will Present!

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