Knowledge and Skills
American Government
Unit 2: Participation in Government
Time Frame
25 Days
Assessment Limits
- Selection of National and Maryland state leaders: Electoral college and election/appointment processes. (Primary
elections and General elections) (1.1.2)
- Political parties, interest groups, lobbyists, candidates, citizens, and the impact of the media on elections, elected
officials and public opinion. (1.1.4)
- Referendum and initiative processes. (1.1.4)
- Political causes and effects of reapportionment, redistricting and voting patterns. (3.1.1)
- Influence of demographic factors on government funding decisions. (Governmental Fiscal Policy) (3.1.1)
SC Indicators
1.1.2 The student will evaluate how the principles of government assist or impede the functioning of government
- Describe the selection process for the president of the United States including the Electoral college (1.1.2.n)
- Describe the election process in the United States including the nominating process, primary and general
elections (1.1.2.u)
1.1.4 The student will explain roles and analyze strategies individuals or groups may use to initiate change in
governmental policy and institutions
- Explain how initiative, referendum, and recall are opportunities for individuals and groups to initiate change
in state and local government policy (1.1.4.a)
- Analyze the external factors that influence the law-making process including the roles of the media, lobbyists,
Political Action Committees (PACs), special-interest groups, citizens and public opinion (1.1.4.b)
- Analyze the role of the media, special-interest groups, and public opinion in influencing the policy and decisions
of the executive branch (1.1.4.c)
- Evaluate how the media, political parties, special-interest groups, lobbyists, Political Action Committees (PACs)
influence public opinion and government policies (1.1.4.d)
- Evaluate the reliability and influence of the media on elections, elected officials and public opinion (1.1.4.e)
- Describe the roles of political parties in the United States and how they influence elections, elected officials
and public opinion (1.1.4.f)
- Describe how citizens, candidates, campaigns and campaign financing influence the political process in the United
States (1.1.4.g)
- Analyze the roles of participants in the election process including voting, contributing, and electioneering
(1.1.4.h)
- Analyze how citizens make informed decisions regarding candidates, issues, and policies (1.1.4.i)
- Describe the importance of being informed on civic issues, volunteering and public service (1.1.4.j)
- Analyze various methods that individuals or groups may use to influence laws and governmental policies
including petitioning, letter writing and acts of civil disobedience (1.1.4.k)
Unit Vocabulary
- Bias
- Bureaucratic
- Campaign
- Candidate
- Citizens
- Demographics
- Electoral college
- Elected officials
- General election
- Gerrymandering
- Governmental Fiscal
Policy
- Incumbents
- Initiative
- Interest groups
- Lobbyist
- Media
- Nominate
- Opinion
- Platform
- Political Action
Committee
- Political party
- Primary elections
- Public opinion
- Public Service
- Reapportionment
- Recall
- Redistricting
- Referendum
- Special Interests
- Watchdog
American Government
Unit 2: Participation in Government
3.1.1 The student will evaluate demographic factors related to political participation, public policy and government
policies
- Evaluate the impact of changing population size on representation in legislative bodies as determined by the
United States census (3.1.1.a)
- Explain the reasons for reapportionment and its impact on fiscal decisions and representation (3.1.1.b)
- Determine the influence demographic factors, such as race, age, education, ethnicity and gender have on voting
patterns (3.1.1.c)
- Analyze patterns, trends, and projections of population in regions and how these may affect the environment,
society and government policy (3.1.1.d)
- Analyze the influence of demographic factors on the formation and implementation of
- government policy and funding decisions, such as education, health care and social security (3.1.1.e)
- Determine the impact of reapportionment and redistricting on individuals, groups, local communities and regions
(3.1.1.f)
- Determine the impact of gerrymandering on groups, communities and the legislative bodies involved (3.1.1.g)
- Analyze how demographic characteristics of constituents affect the election of representatives and
the policy decisions they make (3.1.1.h)
Essential Questions:
- Does a citizen have the responsibility to engage in the political process?
- How do the demographic factors of a region influence the political process?
- How does one influence the political process?
- How can geographic factors influence the political process?
- Is the American democratic process fair?
American Government
Unit 2: Participation in Government
Learning Activities and Strategies
Essential Question: Does a citizen have the responsibility to engage in the political process?
Suggested Learning Plan
SC Objectives
Time
Activity Description
1.
Describe the importance
of being informed on
civic issues, volunteering
and public service
(1.1.4.j)
1 Day
Class Discussion with Short Response
Students will be able to describe the importance of being informed
on civic issues, volunteering and public service by :
1. participating in a class discussion on present national issues,
such as the environment or economy;
2. examining Baltimore City issues, such as crime, employment,
vacant homes, education, public services, and;
3. completing a short written response to how and why Service
Learning Hours are required for a High School Diploma.
Resources
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2.
Analyze how citizens
make informed decisions
regarding candidates,
issues, and policies
(1.1.4.i)
1 Day
Venn-Diagram
Students will be able to analyze how citizens make informed
decisions regarding candidates, issues, and policies by:
1. reviewing The Baltimore Sun’s and The Examiner’s coverage of
an election, and;
2. completing a Venn-Diagram on the positions of the candidates
on important issues. (Jobs, Crime, Taxes)
 Venn-Diagram
 Baltimore Sun
 Baltimore Examiner
3.
Analyze various methods
that individuals or
groups may use to
influence laws and
governmental policies
including petitioning,
letter writing and acts
of civil disobedience
(1.1.4.k)
1 Days
Primary Document Analysis and Editorial Creation
Students will be able to analyze various methods that individuals or
groups may use to influence laws and governmental policies
including petitioning, letter writing and acts of civil disobedience by:
1. using primary documents to review citizens perspectives on
governmental policy;
2. evaluating the effective means of communicating to elected
officials, and;
3. creating a “Letter to The Editor” regarding current policies in
Baltimore City to their City Councilperson.
 Primary Document
Resource
 City Council Lookup
 City Council Map
 Letter to the Editor Rubric
Class Discussion Guide
Environmental Issues
Economic Issues
Baltimore City Issues
Service Learning
Requirements
 Remy, p. 2-3
American Government
Unit 2: Participation in Government
Essential Question: How do the demographic factors of a region influence the political process?
SC Objectives
Time
Activity Description
4.
Determine the influence
demographic factors,
such as race, age,
education, ethnicity and
gender have on voting
patterns (3.1.1.c)
1 Day
Document Analysis and Placemat Activity
Students will be able to determine the influence demographic
factors, such as race, age, education, ethnicity and gender have on
voting patterns by:
1. researching demographic characteristics;
2. researching voter turnout;
3. evaluating the relationship by completing a placemat activity,
and;
4. formulating a class consensus on the main demographic
attribute that affects voter turnout with a Placemat Activity.
Resources
 Placemat Activity
 Baltimore Demographics
 Baltimore Voter Turnout
5.
Analyze the influence of
demographic factors on
the formation and
implementation of
government policy and
funding decisions, such
as education, health care
and social security
(3.1.1.e)
1 Day
Gallery Walk
Students will be able to analyze the influence of demographic factors
on the formation and implementation of government policy and
funding decisions, such as education, health care and social security
by:
1. examining census projections;
2. researching the current cost for government programs, and;
3. using a gallery walk to predict the fiscal policy for education and
social security.
 Gallery Walk Procedure
 Census Projections
 Education Projections (pg.
30)
 Social Security Projections
6.
Describe how citizens,
candidates, campaigns
and campaign financing
influence the political
process in the United
States (1.1.4.g)
1 Day
Venn-Diagram
Students will be able to describe how citizens, candidates, campaigns
and campaign financing influence the political process in the United
States by:
1. researching a political campaign finance report in a current or
previous election;
2. researching the candidate’s platform, and;
3. using a Venn-Diagram to compare the contributions to the
candidate’s platform.
 Venn-Diagram
 Maryland Campaign
Finance
 Baltimore City Politics
American Government
Unit 2: Participation in Government
7.
Explain how initiative,
referendum, and recall
are opportunities for
individuals and groups to
initiate change in state
and local government
policy (1.1.4.a)
1 Day
APPARTS document analysis tool
Students will be able to explain how initiative, referendum, and recall
are opportunities for individuals and groups to initiate change
in state and local government policy by:
1. researching the process of implementing initiatives,
referendums, and recalls, and;
2. completing an APPARTS on a recent referendum to gain a fuller
understanding of the issue and process.
 APPARTS
 Referendum and Recall
Information
 Baltimore Sun
 Baltimore Examiner
8.
Describe the roles of
political parties in the
United States and how
they influence elections,
elected officials
and public opinion
(1.1.4.f)
1 Day
Think Pair Share
Students will be able to describe the roles of political parties in the
United States and how they influence elections, elected officials
and public opinion by:
1. thinking about their personal beliefs by taking a personal
political profile questionnaire;
2. pairing up with a partner and researching current political party
platforms, and;
3. sharing with the class whether personal beliefs or party identity
are stronger factors in public policy.
 Think Pair Share
 Personal Political Profile
Questions
 Political Parties
 Remy, p. 452-463
9.
Analyze how
demographic
characteristics of
constituents affect the
election of
representatives and the
policy decisions they
make (3.1.1.h)
1 Day
GRIPES: Using Categories to Understand
Students will be able to analyze how demographic characteristics of
constituents affect the election of representatives and the policy
decisions they make by finding Geographic, Religious, Intellectual,
Political, Economic, and Social connections by:
1. researching demographic characteristics of Baltimore;
2. researching elected officials, and;
3. evaluating the connections between the governed and those
who govern in a class discussion.
 GRIPES
 Baltimore Demographics
 Baltimore City Council
Members
American Government
Unit 2: Participation in Government
Essential Question: How does one influence the political process?
SC Objectives
Time
Activity Description
10. Analyze the roles of
participants in the
election process
including voting,
contributing, and
electioneering (1.1.4.h)
1 Day
Gallery Walk
Students will be able to analyze the roles of participants in the
election process including voting, contributing, and electioneering
by:
1. participating in a class discussion on the roles of individuals and
groups during the election process;
2. researching the sphere of influence of the participants carry on
the election process, and;
3. completing a gallery walk to place evidence that each participant
is either the least or most vital in the American democratic
system.
Resources
 Gallery Walk Procedure
 Volunteering in a Campaign
 Remy, p. 492 - 525
11. Describe the election
process in the United
States including the
nominating process,
primary and general
elections (1.1.2.u)
1 Day
Web Quest (Lab Activity with Graphic Organizer)
Students will be able to describe the election process in the United
States including the nominating process, primary and general
election, by using the internet to:
1. watch campaign footage of speeches from competing members
of the same party running for office;
2. breakdown the issues that divide the candidates, and;
3. compare those key issues to the candidate from the opposing
party and complete their graphic organizer.
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12. Analyze the role of
the media, specialinterest groups,
and public opinion in
influencing
the policy and decisions
of the executive branch
(1.1.4.c)
1 Day
Document Analysis: Public Opinion
Students will be able to analyze the role of the media, specialinterest groups, and public opinion in influencing the policy and
decisions of the executive branch by:
1. using primary documents to review citizens perspectives on
governmental policy;
2. evaluating the effectiveness of communication by the media to
influence participants, and;
3. evaluating special interest impact on public policy.
 Public Opinion on
Segregation
 Media (Charles Moore)
 Special Interests
 Remy, p. 502 - 525
Voting History
Baltimore Sun
Baltimore Examiner
Graphic Organizer Template
Remy, p. 464 - 473
American Government
Unit 2: Participation in Government
13. Evaluate how the media,
political parties, specialinterest groups,
lobbyists, Political Action
Committees (PACs)
influence public
opinion and government
policies (1.1.14.d)
2 Days
Expert Team T-Chart and Journal
Students will be able to evaluate how the media, political parties,
special-interest groups, lobbyists, Political Action Committees (PACs)
influence public opinion and government policies by:
1. charting alliances on key issues in American politics by the
participants in small “expert” groups;
2. sharing the results of “expert” group research, and;
3. journaling your approval or disapproval of the group consensus
and explaining which participant could remedy the situation
most effectively.
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14. Evaluate the reliability
and influence of
the media on elections,
elected officials
and public opinion
(1.1.4.e)
2 Days
News Bias Explored: Political Cartoons
Students will be able to evaluate the reliability and influence of
the media on elections, elected officials and public opinion by:
1. reviewing multiple sources’ interpretation of a candidate’s
potential to succeed in office;
2. participating in a perspective exercise, and;
3. creating opposite perspective captions for a political cartoon.
 News Bias Lesson
 Political Cartoons
T-Chart Lesson
Media
Political Parties
Special Interest groups
Lobbyists
PAC’s
Remy, p. 452-463
Essential Question: How can geographic factors influence the political process?
SC Objectives
Time
Activity Description
Resources
15. Evaluate the impact of
changing population size
on representation in
legislative bodies as
determined by the
United States census
(3.1.1.a)
1 Day
Document Analysis: Census Data
Students will be able to evaluate the impact of changing population
size on representation in legislative bodies as determined by the
United States census by:
1. using current census data to define proportional
representation in congress, and;
2. reviewing and analyzing current census controversies.
 Population Map
 Complete Lesson Plan
16. Determine the impact
of reapportionment and
redistricting on
individuals, groups, local
communities and regions
(3.1.1.f)
1 Day
APPARTS: Reapportionment
Students will be able to determine the impact
of reapportionment and redistricting on individuals, groups, local
communities and regions by:
1. reviewing the current Maryland state legislative map;
2. researching current demographic trends, and;
3. writing a letter to their representative.
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APPARTS
MD Legislative Map
MD Demographics
Letter to Your Rep Rubric
American Government
Unit 2: Participation in Government
17. Explain the reasons
for reapportionment and
its impact on fiscal
decisions and
representation (3.1.1.b)
1 Day
Census Simulation: Sources of Money, Sources of Power
Students will be able to explain the reasons
for reapportionment and its impact on fiscal decisions and
representation by:
1. describing measures of poverty used by the U.S. Census
Bureau.
2. analyzing issues related to income inequality in the United
States.
3. explaining why equal distribution of income is not a goal of a
market economy.
4. analyzing possible causes of and solutions for problems of
poverty and income inequality.
 Lesson Plan
18. Determine the impact of
gerrymandering on
groups, communities
and the legislative
bodies involved (3.1.1.g)
1 Day
Lab Activity: Redistricting Game
Students will be able to determine the impact of gerrymandering on
groups, communities and the legislative bodies involved by;
1. reviewing the current Maryland state legislative map online;
2. researching current demographic trends with U.S. Census data,
and;
3. creating their own gerrymandered districts with the
gerrymandering game.
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19. Analyze the external
factors that influence
the law-making process
including the roles of
the media, lobbyists,
Political Action
Committees (PACs),
special-interest groups,
citizens and public
opinion (1.1.4.b)
1 Day
Web Quest: Lobbyists
Students will be able to analyze the external factors that influence
the law-making process including the roles of the media, lobbyists,
Political Action Committees (PACs), special-interest groups, citizens
and public opinion by:
1. participating in a group web quest on lobbyists;
2. sharing the results of group research, and;
3. writing an email to the lobbyist explaining their approval or
disapproval of their special interest.
 Lobbyist Information
 Letter to a Lobbyist Rubric
Lab Activity
MD Legislative Map
Census Data
National Examples
American Government
Unit 2: Participation in Government
Essential Question: Is the American democratic process fair?
SC Objectives
Time
Activity Description
20. Analyze patterns, trends,
and projections of
population in regions
and how these may
affect the environment,
society and
government policy
(3.1.1.d)
2 Days
Think Pair Share and Document Analysis: Immigration
Students will be able to analyze patterns, trends, and projections of
population in regions and how these may affect the environment,
society and government policy by:
1. reading current event articles concerning Immigration;
2. participating in a think-pair-share on immigration;
3. researching population trends, and;
4. using primary documents to explore first person immigration
experiences in the United States.
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21. Describe the selection
process for the president
of the United States
including the Electoral
college (1.1.2.n)
2 Days
Classroom Debate: Electoral College
Students will be able to describe the selection process for the
president of the United States including the electoral college by;
1. researching previous popular voting results;
2. researching previous electoral college results;
3. comparing and contrasting variances;
4. debating the 2000 election results.
 Classroom Debate
 Electoral Results
 Electoral College Pros and
Cons
Resources
Lesson Plan
Baltimore Sun
Baltimore Examiner
Think Pair Share
Population Maps