UBD Lesson PlansMelvin Hurst

UBD Lesson Plan Template

Topic/Theme: From Cornfields to Convention: Americas Presidential Primary Process

Time frame: 3 weeks
Class/Grade Level: 11th Grade AP U.S. Government
Lesson #1
Lesson Summary
Pre-Assessment of Student Knowledge & Lecture on the History of the Primary Process & Iowas Role: Teacher will gain some
understanding of what prior student knowledge is through class discussion and pre-class quiz before presenting an opening lecture on
the current presidential primary process as well as Iowas role within that and the effect of Citizens United on future campaigns.
Lesson Objective(s)
1) Students should be able to articulate their initial understanding of the presidential primary process and Iowas prominent role
within it.
2) From the lecture, students should have a basic understanding of the presidential primary process, the major players within it
throughout the years, and the impact Citizens United has had on the process as a whole.
Materials/Resources required
None

UBD Lesson Plans

UBD Template

Desired Results
Established Goals: (Including state standards)
Understand how the government established by the Constitution embodies the enduring values and principles of democracy
and republicanism.
Understand strategies for effective political action that impact local, state, and national governance.
* Iowa Core Social Studies Standards
Essential Questions:
1) Why do we use this process to select presidential candidates?
2) How does the primary process shape the general election?
3) How does the media impact the process today?
4) Who does the current process benefit?
Understandings: Students will understand that
1) The current primary process is a brokerage between Democrats and Republicans that promotes the two party system, as well as
rewards the states that vote early in the process (Iowa, New Hampshire, Florida, etc.).
2) Some votes matter more than others in the primary process, as New Hampshire and Iowa voters have a better opportunity to
see the candidates as well as shape the future primaries through their votes in their respective primaries.
Knowledge: Students will know
1) The differences between caucuses and primaries
2) Timeline of the electoral process: From announcement to convention (Spring prior to election year-July of election year)
Skills: Students will be able to

UBD Lesson Plans

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Assessment Evidence
Performance Tasks/Formal/Summative Assessment:
UP
Connects

Task / Assessment
At a later date within the unit (but applicable to understandings formulated within this lesson-primarily through
lecture): How My State Votes Activity (2 days research/2 days presentations): Student researches an individual
states primary voting patterns and historical place in primary elections, then discusses their findings with the class
the following day (in addition to writing a short 2-3 page reflection)-class discussion about individual states voting
patterns and historical precedence follows.

EQ: 1,4,6
U: 1,4
K: 4,6

Other Evidence/Informal/Formative Assessment:

UP
Connects

Task / Assessment
1) Pre-Assessment: In class discussion, ask students what they know about the role Iowa plays in the Presidential
Primary Process-then ask what they know about the process to select presidential candidates in general-feel free to
ask students individually how they feel about the process in a non-threatening if not already contributing to the
discussion

EQ: 1,4,5
U: 4
K: 4,6

2) Pre-Assessment Quiz: Students take quiz prior to class on Edmodo to gauge their prior knowledge of Presidential
Primary Process in order for teacher to better understand students initial knowledge/scaffolding needs

EQ: 1,4,5
U: 4
K: 4,6

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Detailed Steps/Procedures
Learning action

Time (mins)

INTRO: Bell Work-Which candidate won the 2012 Iowa GOP Caucuses?
1a) Prior to class*-Pre-Assessment Quiz to be taken on Edmodo
1b) Pre-Assessment: In class discussion, ask students what they know about the role Iowa plays in the Presidential
Primary Process-then ask what they know about the process to select presidential candidates in general
2) Transition: Ask students whether they think we have a unique opportunity to experience presidential politics as
Iowans.
3) Lecture on the History of the current primary process and Iowas role (students take notes)-Covering the historical
significance of the system (and Iowas rise to prominence in the 1976 election), recent winners and losers, the pros
and cons of the current system, potential alternatives, what effect the primary process can have on the general
election, and the medias evolving role in the process.

3 minutes
15 minutes
10 minutes
2-5 minutes
30 minutes

UBD Lesson Plans

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Lesson #2
Lesson Summary
The Medias Role in Elections Part I: Students engage in a project-based learning exercise where examples (hard copies or online
articles, Tweets, YouTube videos, etc.) of coverage of the 2012 election are shared in our online environment with classmates. Teacher
will share 47% video with class as well as have students watch selected portions of the 2012 GOP Debates and 2008 Democrat
Debates; which students will then write short (1 page) reflections on (Examples brought in as the previous days homework).
Lesson Objective(s)
1) Through project-based learning, students will conceptually construct what the media means to the electoral process by
presenting and evaluating online presentations of PBL artifacts that showcase media coverage of the 2012 presidential
election.
2) Students will be able to reflect upon what role the media plays in the process through a short writing exercise (1 page
reflection)

Materials/Resources required
Access to Internet to find examples to bring into class (assumed that all students have access to internet)
YouTube/CSPAN for Mitt Romney 47% video

UBD Lesson Plans

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Desired Results
Established Goals: (Including state standards)
Understand how the government established by the Constitution embodies the enduring values and principles of democracy
and republicanism.
Understand the role of the United States in current world affairs.
Understand strategies for effective political action that impact local, state, and national governance.
*Iowa Core Social Studies Standards
Essential Questions:
1) Are debates a positive or negative part of this process?
2) How does the media impact the process today?
Understandings: Students will understand that
1) Debates play a key role in the electoral process by establishing lesser-known candidates, and letting voters get to know
candidates better overall.
2) The campaign process is a continuous process, fuelled by 24/7 fundraising (and broadened through Citizens United) that
doesnt end with any election.
3) Some votes matter more than others in the primary process, as New Hampshire and Iowa voters have a better opportunity to
see the candidates as well as shape the future primaries through their votes in their respective primaries.
Knowledge: Students will know
1) Key people-Howard Dean, Herman Cain, Jimmy Carter, Rick Santorum, Mike Huckabee, Barack Obama, Hillary Clinton, Joe
Biden (depends on what students select to present)
2) How the role of media has evolved and why the 2004, 2008, and 2012 primaries were historically significant
3) Key people-Howard Dean, Herman Cain, Jimmy Carter, Rick Santorum, Mike Huckabee, Barack Obama, Hillary Clinton, Joe
Biden
4) The differences between caucuses and primaries
5) How the role of media has evolved and why the 2004, 2008, and 2012 primaries were historically significant
6) Timeline of the electoral process: From announcement to convention (Spring prior to election year-July of election year)

UBD Lesson Plans

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Skills: Students will be able to

1) Cite examples of failed campaigns and explain how and why they failed (Ex. Rudy Giuliani, 2008: Focused only on later
states, spent all his money in Florida, while other candidates built momentum through early state ictories).
2) Cite examples of successful campaigns and be able to articulate how and why they were successful (Ex. Barack Obama, 2008:
Hope & Change, lots of $ spent in Iowa, won Iowa Caucuses, propelled him past New Hampshire defeat and on to more
primary wins).

Assessment Evidence
Performance Tasks/Formal/Summative Assessment:
UP
Connects

Task / Assessment
None

Other Evidence/Informal/Formative Assessment:

Task / Assessment
1) Project-Based Learning Exercise where students share examples of media coverage of the 2012 election in our
online environment (Students get points for sharing an appropriate example-participation grade)

UP
Connects
EQ: 3,5
U: 2,3,4
K: 1,2,3,5,6
S: 3,5

UBD Lesson Plans

UBD Template

UBD Lesson Plans

UBD Template

Detailed Steps/Procedures
Learning action
INTRO: Which candidate won the 1968 California Democratic Primary? First person to answer correctly in online
class recieves 1 extra credit point.
1) Have students present their findings on the online environment of media coverage of the 2012 election
2) Share with students Mitt Romney 47% Video-Ask how that shaped the 2012 election-For students to consider for
class discussion Monday

Time (mins)
5 minutes
35 minutes
5 minutes

For HW: Students write a 1/2 page reflection on the debates viewed and their classmates findings to turn in on
Monday
-

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Lesson #3
Lesson Summary
The Alternatives: Prior to class, students read articles on alternatives to the current primary process and then are divided up in class to
argue the different positions (National Primary Day, Larger states go first, etc.). After, students will discuss as a class whether they
personally feel as though the current process best serves America and is an accurate depiction of U.S. voting behavior as a whole.
Lesson Objective(s)
1) Students should be able to thoughtfully consider and debate the merits and detriments of a national primary day vs. the current
process as well as critically evaluate multiple perspectives on the current presidential primary process
Materials/Resources required (for students to read prior to class)
Andelman, David A. It Really Is Time For A National Primary, From Forbes, January 3, 2008,
http://www.forbes.com/2008/01/03/primaries-presidential-politics-oped-cx_daa_0103primaries.html
Heres How The Presidential Primary Process Actually Works, From Business Insider, February 3, 2011,
http://www.businessinsider.com/how-the-presidential-primary-process-works-2011-1
Putnam, Josh, Its Early, But the 2016 Primary Calendar is Taking Shape, From The Center for Politics, October 10, 2013
http://www.centerforpolitics.org/crystalball/articles/its-early-but-the-2016-presidential-primary-calendar-is-taking-shape/
Desired Results
Established Goals: (Including state standards)
Understand the role of the United States in current world affairs.
Understand strategies for effective political action that impact local, state, and national governance.
*Iowa Core Social Studies Standards
Essential Questions:
1) Why do we use this process to select presidential candidates?
2) Is there a more democratic, fairer or more practical way to select presidential candidates?
3) How does the primary process shape the general election?
4) Who does the current process benefit?
Understandings: Students will understand that

10

UBD Lesson Plans

UBD Template

1) The current primary process is a brokerage between Democrats and Republicans that promotes the two party system, as well as
rewards the states that vote early in the process (Iowa, New Hampshire, Florida, etc.).
2) The campaign process is a continuous process, fuelled by 24/7 fundraising (and broadened through Citizens United) that
doesnt end with any election.
3) Some votes matter more than others in the primary process, as New Hampshire and Iowa voters have a better opportunity to
see the candidates as well as shape the future primaries through their votes in their respective primaries.
Knowledge: Students will know
1) Key terms-Citizens United v. FEC, 2012 GOP Iowa Caucus, Money Bomb, secret ballot, retail politics
2) How the role of media has evolved and why the 2004, 2008, and 2012 primaries were historically significant
3) Timeline of the electoral process: From announcement to convention (Spring prior to election year-July of election year)
Skills: Students will be able to
1) Thoughtfully debate whether the current process is what is best for America as a whole, and whether it is the most accurate
depiction of the U.S.s voting behavior as a whole.
2) Critically consider the merits and faults of a national primary day as well as theorize who would benefit from such a process. .

11

UBD Lesson Plans

UBD Template

Assessment Evidence
Performance Tasks/Formal/Summative Assessment:
UP
Connects

Task / Assessment

Other Evidence/Informal/Formative Assessment:

Task / Assessment
Students debate the merits of the current primary process versus that of a national primary day

12

UP
Connects
EQ: 1,2,4,6
U: 1,3,4
K: 1,5,6
S: 2,4

UBD Lesson Plans

UBD Template

Detailed Steps/Procedures
Learning action

Time (mins)

INTRO: Bell Work-How many electoral votes did Michael Dukakis win in the 1988 Presidential Election?
1) Transition: Do you think this current process is best for democracy?
2) In groups students debate the merits of a national primary day vs. the current process while teacher goes about the
room monitoring discussions
3) Class discussion over what students learned, what their true feelings toward the process are and whether that has
changed in the unit

13

3 minutes
2-5 minutes
10 minutes
30 minutes