Essential Questions 

• What are the steps in the political process?

• What are the differences and similarities in the political platforms?

• What are the students personal political beliefs and convictions?

Content 

• Students will identify the steps in the political process.

• Students will compare and contrast the political platforms.

• Students will explain their personal political beliefs and convictions.

Skills 

Bloom's Taxonomy

Webb's Depth of Knowledge

Lesson Plans

Senior Community Service Assessment--WJSH

Objective: Students will demonstrate their understanding of their civic duty, civic responsibility, and obligation to their community.

Outcome: Students will provide evidence of their completion of a minimum of two hours of approved community service in the form of a community service contract.

Requirements:

1. All senior government/economic students must complete a minimum of two hours of volunteer

community service work during their senior year.

2. Student proposals for completing this project must have the prior approval of the instructor.

3. The community service contract must be completed and turned in to the instructor.

4. Court ordered community service and projects for which a student would usually be compensated

by an employer are not acceptable for credit.

5. Students will receive points for completing this project on time.

Suggestions:

Numerous community service organizations are active in Wright, Campbell County, and in Wyoming.

In addition, national and international organizations often solicit volunteers at the local level.

Students are also encouraged to organize their own project independent of existing organizations.

Check with these local groups and organizations:

Churches

Town of Wright

Wright Community Assistance

Wright Area Chamber of Commerce

Wright Recreation Center

Wright Gladiator Wrestling

United Blood Services

www.loc.gov

www.ed.gov

www.state.gov

www.interior.gov

WY: Social Studies (2014)

WY: Grades 9-12

Culture and Cultural Diversity

Students will:

SS12.2.1 Analyze and evaluate the ways various groups (e.g., social, political, and cultural) meet human needs and concerns (e.g., individual needs and common good) and contribute to identity (e.g., group, national, and global), situations, and events.

Time, Continuity, and Change

Students will:

SS12.4.2 Analyze the development and impact of tools and technology and how it shaped history and influenced the modern world.

Technology, Literacy, and Global Connections

Students will:

SS12.6.1 Analyze, evaluate, and/or synthesize multiple sources of information in diverse formats and media in order to address a question or solve a problem.

SS12.6.3 Use digital tools to research, design, and present social studies concepts (e.g., understand how individual responsibility applies in usage of digital media).

CCSS: Literacy in History/Social Studies, Science, & Technical Subjects 6-12

CCSS: Grades 11-12

Writing

Text Types and Purposes

1. Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.

WHST.11-12.1. Write arguments focused on discipline-specific content.

WHST.11-12.1a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.

WHST.11-12.1b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases.

WHST.11-12.1c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

WHST.11-12.1d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

WHST.11-12.1e. Provide a concluding statement or section that follows from or supports the argument presented.

2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

WHST.11-12.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

WHST.11-12.2a. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

WHST.11-12.2c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

WHST.11-12.2d. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.

WHST.11-12.2e. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).

Production and Distribution of Writing

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

WHST.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

WHST.11-12.9. Draw evidence from informational texts to support analysis, reflection, and research.

NCSS: Social Studies 2010

NCSS: High

CIVIC IDEALS AND PRACTICES

Knowledge 

Learners will understand

The theme of civic ideals and practices helps us recognize where gaps between ideals and practices exist, and prepares us to work for social justice;

Concepts and ideals such as: human dignity, social justice, liberty, equality, inalienable rights, responsibilities, civil dissent, citizenship, majority and minority rights, the common good, and the rule of law;

Key practices involving the rights and responsibilities of citizenship and the exercise of citizenship (e.g., respecting the rule of law and due process, voting, serving on a jury, researching issues, making informed judgments, expressing views on issues, and collaborating with others to take civic action);

The origins, functions, evolution, and outcomes of major institutions and practices designed to sustain and more fully realize democratic ideals

That seeking multiple perspectives is required in order effectively to grasp the complexity of issues involving civic ideals and practices;

The importance of becoming informed as the basis for thoughtful and positive contributions through civic action

Processes

Learners will be able to

Ask and find answers to questions about how to become informed and take civic action;

Compare and contrast the roles of citizen in various forms of government past and present;

Identify examples of civic ideals and practices throughout history and in a variety of cultural sellings;

Identify assumptions, misconceptions, and biases in sources, evidence, and arguments used in presenting issues and positions;

Identify, seek, describe, and evaluate multiple points of view about selected issues, noting the strengths, weaknesses, and consequences associated with holding each position;

Develop a position on a public policy issue and defend it with evidence;

Evaluate the effectiveness and importance of public opinion in influencing and shaping public policy development and decision-making;

Evaluate the degree to which public policies and citizen behaviors reflect or foster their stated civic ideals;

Participate in the process of persuading, compromising, debating, and negotiating in the resolution of conflicts and differences.

Products

Learners demonstrate understanding by

Writing an informed personal position on a civic issue based on reasoned arguments developed by consulting multiple sources;

Developing and sharing policy positions in such forms as position statements, editorials, political cartoons, blogs, and media presentations;

Using a variety of media (e.g., a documentary film, PowerPoint presentation, or gallery of project posters) to report on debates, petitions, and findings from surveys;