Spring Valley High School Lesson Plan 2022-2023

Date/Week: March 24, 27, 28, 29

Teacher(s): Zheng

Subject/Grade: AP GOV

Unit Title: Political Participation

Lesson(s): Presidents, Parties, and Interest Groups

Essential/Question(s): (What do you want students to learn?) NVACS: (list the standards fully) IB Standards:
● What do political parties do? ● Describe the role linkage institutions play in political parties
● What do interest groups want? How do they achieve what ● Explain the function and impact of political parties on the electorate and
they want? government
● How do presidents campaign? ● Explain why and how political parties change and adapt
● Explain how structural barriers impact third party and independent
candidate success
● Explain the benefits and potential problems of interest-group influence
on elections and policy-making
● Explain how variation in types and resources of interest groups affects
their ability to influence elections and policy making
● Explain how various political actors influence public policy outcomes

Materials, Resources, and Texts: (text(s) being used and the identified grade level, copies, colored pencils, graph paper, particular websites/apps, etc.)

Pencil, paper, chromebook

Unit 5 Reading Packet, Unit 5 canvas notes, Presidential Campaign Instructions (on canvas)

Introduction/Opening Activity: (spiral review, set purpose and relevance, activate initial understandings, make explicit connections, build on initial
understandings, role of co-teachers and IAs/SPTAs?, etc.)

Decide on which presidential candidate you want

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Cognitive Teaching, Learning Strategies, and Differentiation (scaffolding or acceleration): (explicit teaching, concept/skill development, discourse
strategies, I do/ We do, role of co-teachers and IAs/SPTAs?, etc.)

concept/skill development

Teachers will constantly circulate around the room to help students research, create their political campaign ads (video format), and any other student needs
not mentioned.

Any 504s or IEPs will be followed if there are any.

Lesson Activity / Small Group Instruction (intervention or acceleration) (guided practice, group practice, independent practice, check for understanding,
role of co-teachers and IAs/SPTAs?, etc.)

1. Beginning 10 minutes will be dedicated to students choosing who they want to campaign for
2. The rest of class will be students researching and trying to campaign how they will win
a. Students will follow the directions in order to properly “campaign”

For the Students

Directions:

1. Copy this template in which you and your partner will complete.

2. Pick one candidate, either Democratic, Libertarian, or Republican.

2020 Candidates

2024 Candidates

3. What is their policy agenda? Meaning what are the policies these candidates are pushing for? (2 points)

(typically have no more than three)

https://ballotpedia.org/Presidential_candidates,_2020

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4. Who are they appealing to? Which coalition would that be? (2 points)

*coalition = people who pertain to a several demographics* (i.e. White Evangelists)

5. How are they planning to fund their campaign? Are they individually funding themselves? Did they have any PACs or Super PACs? What were they called
and how much did they raise? (2 points)

https://www.fec.gov/data/

6. What interest groups would be interested in this candidate? Why would they be interested in the candidate? (2 points)

*Note: these interest groups do not necessarily have to have supported the candidate*

7.Show me one advertisement that they used for their presidential campaign. If they did not have an ad show me one podcast, TV debate, or flyer they were
featured in. (2 points)

(use either their campaign website or media sites for this step)

8. Create an ad to get people to vote for your candidate. This will be a video. The ad must present your candidate. (10 points)

Types of Political Ads you can do

Free video editing software if you need:

Canva

Imovie

ClipChamp

TikTok

Formative Assessment / Closing Activity (What is the connection with this activity to the identified standard for the lesson? How will you know students
learned the concepts? How will you respond when learning HAS occured? How will you respond when learning has NOT occurred? Role of co-teachers and
IAs/SPTAs?)

Students have no formal closing activity

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Formative assessment will be based on students learning how presidential campaign managers work as they continually research their candidate, and create
their campaign that will “win” in their class.