Title : History of Political Parties in the U.S.

[Pages:19]Social Studies Lesson Plan Template

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Title: History of Political Parties in the U.S. Lesson Author: Gina Rumbolo, Tommy George Key Words: Federalist, Democratic-Republican, Democratic, National Republican, Whig Grade Level: 12 Time Allotted: 60 minutes (approximately)

Rationale/ Purpose (so what?)

Because students will be or are already of age to begin voting and involving themselves in the political process, it is important for them to understand the history of political parties to see where the parties have been and where they are headed. Students should understand why there have been two dominant parties throughout time in order to see how easy or difficult it will be for a party they might choose to identify with to influence politics.

Key Concept(s) include definition: ? Two-party system ? a system of government that encourages the dominance of two main parties. ? Political party ? a group of people with broad common interests who organize to win elections, control government and influence government policies. ? Majority representation - a system in which an office is won by the single candidate who collects the most votes. ? Proportional representation ? a system in which legislative seats are given to a party in proportion to the vote that party wins in an election. ? Plurality ? The number by which the vote of the winning choice in such a contest exceeds that of the closest opponent.

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NCSS Standard(s) SOL Information (As written in the Virginia SOL "Curriculum Framework" for the grade level)

NCSS Theme (s) with indicators: 1. Individuals, Groups and Institutions

a. help learners analyze group and institutional influences on people, events, and elements of culture in both historical and contemporary settings;

b. assist learners in identifying and analyzing examples of tensions between expressions of individuality and efforts used to promote social conformity by groups and institutions;

2. Civic Ideals and Practices a. assist learners to understand the origins and interpret the continuing influence of key ideals of the democratic republican form of government b. provide opportunities for learners to practice forms of civic discussion and participation consistent with the ideals of citizens in a democratic republic c. facilitate learner efforts to locate, access, analyze, organize, synthesize, evaluate, and apply information about selected public issues -- identifying, describing, and evaluating multiple points of view;

SOL:

Essential Knowledge

(minimum for SOL Resource Guide)

Essential Skills

(minimum for SOL Resource Guide)

GOVT.3c The student will demonstrate knowledge of the concepts of democracy by recognizing majority rule and minority rights; GOVT.6a The student will demonstrate knowledge of local, state, and national elections by describing the organization, role, and constituencies of political parties. GOVT.6c The student will demonstrate knowledge of local, state, and national elections by examining campaign funding and spending. GOVT.6d The student will demonstrate knowledge of local, state, and national elections by analyzing the influence of media coverage, campaign advertising, and public opinion polls.

GOVT.1a The student will demonstrate mastery of the social studies skills citizenship requires, including the ability to analyze primary and secondary source documents; GOVT.1d The student will demonstrate mastery of the social studies skills citizenship requires, including the ability to distinguish between relevant and irrelevant information; GOVT.1d The student will demonstrate mastery of the social studies skills citizenship requires, including the ability to select and defend positions in writing, discussion, and debate.

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Guiding Question(s): ? How have the two main parties changed and evolved over time? ? Why do we have two main parties?

Assessment Tool(s): ? Main points put on butcher paper by each group ? Group presentation

Background: How does this lesson fit into a unit of study? Looking backwards, looking forwards

This would be the first lesson in a unit on political parties. The next lesson would be on the role of 3rd parties coupled with party organization and functions.

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Lesson Objective(s): Students will be able to:

1. Identify the two main parties in each of the three party systems that have existed over time along with key

information, issues, events, elections and/or people for each system.

2. Identify and explain why the U.S. governmental system favors a two-party system.

Historical Source(s): (include copies in materials

section)

? Information on the The Presidential Election Campaign Fund Act from the Federal Election Committee (Material G)

? Selection criteria from the Commission on Presidential Debates (Material H)

? Excerpt from an Interview with Professor J. David Gillespie, Presbyterian College about ballot access (Material I)

? Article II, Section. 1 of the U.S. Constitution (Material J)

Additional Materials/Resources: (include

copies in materials section)

? History of parties flow chart (Material A) ? Group work directions (Material B) ? History of the first party system (Material

C) ? History of the second party system

(Material D) ? History of the third party system part 1

(Material E) ? History of the third party system part 2

(Material F)

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Procedure/Process:

JUST DO IT! The "Hook": (A high-interest activity that introduces new content with connections to students' prior knowledge. Between 1-5 minutes (Could also introduce the days guiding question)

Obj # See

above.

Processing Activity and Procedure -include directions, question frames, assignment detail to be given to

students (these should all be made into explicit materials (e.g. see material A), and time estimates

Check for Evidence of Understanding -Either Formal or Informal-

(Checks Essential Knowledge and Skills)

Just do it. Transition:

Objective #1

What is a political party? Can you name some of the parties we have in the United States? What are they? (5 minutes)

Oral student response

Often people can identify the Democratic and Republican parties because those are the two main parties we

have in the United States currently. Over time there have been 3 party systems. In each system, there

were two dominant parties. Show flow chart, material A, on the different two party systems.

Identify the two main parties in each of the party systems along

with key information, issues, events, elections and/or people for

each system. The teacher should divide the class into four

groups. Each group will have information about a different party

system. The third party system was broken into 2 handouts

because of its length, therefore there are 4 handouts. In their

groups students should read over the information about the

Written group response and presentation

party system they were assigned. On butcher paper, each group

should summarize the important information, key people and key

issues. (15 minutes) Each group will present the summarized

information to the rest of the class as other groups take notes.

(10 minutes) See Material B for student directions and Materials

C-F for information on the party systems.

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Transition:

Objective #2

Transition:

Now that we have seen how the two main parties have evolved over time let's look at why only two parties dominate the system.

In order to be able to identify and explain reasons why our

system of government favors a two-party system, students will

break into groups to read through primary documents and

discuss their findings. Leave students in the same 4 groups that

they were in before. Each group will be given a document. See

material G-J for the documents. As the groups read through the documents they should be asking themselves: Does what we

Oral student response and discussion

have read make it difficult for 3rd parties to be successful? If so,

how? These questions will be projected on a slide as seen in

Material K. (10 minutes) Groups will share and discuss their

findings with the whole class. Notes should be taken when other

groups are presenting. (10 minutes)

Now that you guys have been able to look at the history of political parties and the way our system is

structured today, let's take some time to reflect. Introduce closure/writing prompt and have students

complete it. (10-15 minutes)

Closure/Writing Prompt:

On your own piece of paper, answer the following questions: -Does our system favor a two-party system? Why or why not? -Do you think that the process 3rd party candidates have to go through is fair? Is it effective? -From what you have learned today, do you think it is possible for a 3rd party candidate's campaign to be successful? If so, what do you define as success?

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MATERIAL A

History of U.S. Political Parties

Federalists

VS.

Democratic Republican

Democratic

VS.

National Republican

(Whig)

Democratic

VS.

Republican

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MATERIAL B

Directions

In your groups:

1. Read through the information on your group's handout.

2. Discuss within your groups what information is most important.

3. On the large piece of paper, summarize the important information, key people and key issues.

4. You will be presenting what you wrote to the rest of the class.

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