Chapter 16 – Public Opinion
Name: Krystal Reno
SUBJECT AREA: American Government
GRADE LEVEL: 12th grade
TIME ALLOCATION: 34 Minutes
Standard 3: Content Statement: Issues can be analyzed through the critical use of information
SS STANDARDS
from public records surveys, research data and policy positions of advocacy groups.
(Ohio)
Expectations for learners: Prepare a collection of documents pertaining to a civic issue that
contains examples from at least two distinct information types, explain how each source is relevant,
describe the perspective or position of each source and evaluate the credibility of each source.
Standard 22: Content Statement: Individuals and organizations play a role within federal, state,
and local governments in helping determine public policy.
Expectations for learners: Take different positions on public policy issues and determines an
approach for providing effective input to the appropriate level and branch (agency) of government.
ACADEMIC LANGUAGE: Public opinion, ideology, political socialization, polling, exit poll, sampling, sampling error,
censorship, bias, objectivity,
Prior Knowledge Needed: Students should be aware of the ways in which media presents news through outlets such as radio,
print, and televised.
Instructional Models: Students will be presented information in a whole class unit, students will also work in small groups units.
Big Ideas: public opinion, polling, and sampling
Objectives:
 After engaging in a lesson the public opinion the students will be able explain what public opinion and the importance it
plays in government action and policies.
 After a lesson on the multiple forms of polling and how to conduct a poll the students will be able to write their poll
questions and conduct a poll prior to a class vote.
 Once poll results have been announced to the class students will be able to compare their poll data to that of the overall
class date and explain why they believe their data was accurate or inaccurate.
PROCEDURES: OVERVIEW
Essential Interdisciplinary Question: What is one big question that drives this lesson that all student should be able to answer
upon its conclusion?
Outline (in sequential order)
1. 3 Minutes- Anticipatory Set: Students will complete a poll via pollev.com. Students will text in a short code answering what
is their favorite color out of the choices given.
2. 1 Minutes- Transition: “What you just did was a complete a poll. I now know what your class favorite color is. I could say that
your classes’ favorite color is ____ based on your classes public opinion.”
3. 28 Minutes- Activity: Students will take notes while listening and engaging in with lecture material. Students will watch a
short clip on public opinion. The clip can be found at http://www.ispot.tv/ad/72h6/at-and-t-cutest-grape-featuring-beck-bennett
4. 1 Minutes- Transition: On the last slide of the presentation the slide will read “your turn”.
5. 1 Minutes- Closure: The instructor will now pass out the polling worksheet and explain the instructions for the sheet to the
class. “You will be writing your own questions based on the polling situation listed on your sheet.
ASSESSMENT:
Students will be traditionally assessed by a unit test covering chapters 16 and 17 from the American Government textbook. This
text will include questions in the form of multiple choice, matching, fill in the blank, short answer, and essay.
Students will also be assessed based on their worksheet completion and participation as a member of their group. Each student will
be required to fill out and turn in their own worksheet for the group activity. This sheet should demonstrate the students
understanding of their particular method of polling as well as how different methods of polling (and questioning) can result in
various results.
DIFFERENTIATED INSTRUCTION: There are students in the classroom who have special needs and are on I.E.P.s. During all
tests these students have a prearranged instructor who will work them on completion of their exams. This accommodation will
allow students to have instructions read to them, ask questions, receive additional help, and work in a small group setting. This
meets the I.E.P.’s of all students within the classroom. For this chapter there will be a combined test on chapters 16 and 17 in
which students will be allowed to meet their tutor in accordance with their I.E.P.s.
REFLECTION:
MATERIALS:
 Smartboard/projector
 Prezi Presentation ( can be found at http://prezi.com/l4fnwpez3io8/?utm_campaign=share&utm_medium=copy)
 Homwork sheet (Sheet A)
 Internet access to reach pollev.com
Sheet A
16.1/2 Homework: POLLING
Name: ____________________________
Period: ________
Date:__________________
"As we get older we need less sleep, forcing teenagers at school to wake up for a long journey into school at the crack of
dawn is counterproductive. They would do better starting school later to allow teens to sleep in and be properly awake
when they start school." - Debatewise.org
(This would also mean school would continue later, students could work later hours, etc. )
Based on the scenario above complete the following questions:
1. Write a question that would make sense to be used in an exit poll:
2. Write a question that shows biased in favor of schools starting later:
3. Write a bad question to be used on a poll ( for example an open ended question):