TEXAS CTE LESSON PLAN

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Lesson Identification and TEKS Addressed

Career Cluster Government and Public Administration

Course Name Political Science I

Lesson/Unit Title Introduction to Political Science/ Political Theory

130.203, (c) Knowledge and Skills
TEKS Student
Expectations (2) The student compares and contrasts current, classic, or
contemporary political theories:
(A) The student is expected to discuss why theories are
important to the study of political science;
(B) The student is expected to draw conclusions about the
classic political theorists such as Plato, Aristotle, Cicero,
Machiavelli, Confucius, Hobbes, Locke, Hegel, and Marx;
(C) The student is expected to define the characteristics of
contemporary political theories such as behaviorialism,
postbehavioralism, systems theory, modernization theory,
structural-functionalism, developmentalism, rational-choice
theory, and new institutionalism; and
(D) The student is expected to compare and contrast the
evolution of classic and contemporary theories.

Basic Direct Teach Lesson

(Includes Special Education Modifications/Accommodations and
one English Language Proficiency Standards (ELPS) Strategy)

The students will be able to:

Instructional Objectives
 Explore the concepts of classic political theory in American democracy
and political culture.
 Examine the three contemporary political theories of American
democracy.
 Understand the challenges that the political theories pose on a
democratic society.
 Explain the change in political theory in American democracy.
 Explore the role that technology will play in evolving political theories
in American society.

* Special Education Modifications or Accommodations, if applicable

Copyright © Texas Education Agency 2017. All rights reserved 1 of 5
 Rationale This lesson introduces students to the foundations of the American political
system through the study of classic and contemporary political theories. An
awareness of these theories is important to anyone pursuing a career in the
political field.

Duration of Lesson 7 to 10 hours

Word Wall/Key
 Politics
Vocabulary
 Popular Consent
(ELPS c1a,c,f; c2b; c3a,b,d;
 Majority Rule
c4c; c5b) PDAS II(5)
 Individualism
 Political Culture
 Pluralist Theory
 Elite Theory
 Bureaucratic Theory
 Policy Gridlock
 e-campaigning

Materials/Specialized  Introduction to Political Science Key Terms

Equipment Needed  Computers with Internet access
 Newspapers and/or magazines
Anticipatory Set Do an Internet search for a video clip of “Mr. Smith Goes to Washington
(May include pre- Speech.” Have students watch the clip and then write an opinion article about
assessment for prior his speech and if it could apply in Washington today. After the students
knowledge) complete their opinion pieces, lead a discussion in which the students can
share their thoughts and ideas of modern day Washington. Use the Discussion
Rubric for assessment.
Direct Instruction * Review Lesson Key Point (see handout)
Individualized Education Plan (IEP) for all special education students must be
followed. Examples of accommodations may include, but are not limited to:
None
Guided Practice *
Students will create a chart titled “Classic American Theories.” In one column,
the students will provide a definition of each theory and in the other they will
provide a real-life example of that theory being applied in a citizen’s life. These
theories include:
 Liberty
 Equality
 Popular Consent
 Majority Rule
 Popular Sovereignty
* Special Education Modifications or Accommodations, if applicable
Copyright © Texas Education Agency 2017. All rights reserved 2 of 5
  Natural Law
 Individualism
 Religious Freedoms
Independent
Who Represents Me?
Practice/Laboratory
Experience/Differentiated Students research whom their representatives are on the local, state, and
Activities * national levels. After they identify who represents them, students write a small
biography about each candidate including their party affiliation, the numbers
of terms held in that position and their major platforms. Use the Individual
Work Rubric for assessment.
Start a Petition.
Students conduct an Internet search for “move on democracy in action.”
Divide the students into groups. Have each group create a petition for school
or community improvement. After creating the petition, students use outlets
(learned about in this lesson) to spread the word about their petition’s
needing signatures. Use the Individual Work Rubric and the Group Evaluation
Rubric for assessment.

Give Me Liberty or Give Me Death!

Students create a collage using images that depict the value of liberty in the
U.S. They work to prepare and provide an explanation of why the pictures
represent liberty. Use newspapers and/or magazines as resources for images.
Use the Individual Work Rubric for assessment.
Individualized Education Plan (IEP) for all special education students must be
followed. Examples of accommodations may include, but are not limited to:
None

Lesson Closure None

Summative/End of Lesson Introduction to Political Science Quiz and Key

Assessment *
Individualized Education Plan (IEP) for all special education students must be
followed. Examples of accommodations may include, but are not limited to:
None

References/Resources/  Bose, Meena, John Dilulio, and James Wilson. American Government:
Institutions and Policies. 13th. Boston: Wadsworth Cengage Learning,
Teacher Preparation
2013. Ch. 4. Print.
 Edwards, George, Robert Lineberry, and Martin Wattenberg.
Government in American: People, Politics and Policy. 15th. New York
City: Pearson Education, 2011. Ch. 1, Ch. 11. Print.

* Special Education Modifications or Accommodations, if applicable

Copyright © Texas Education Agency 2017. All rights reserved 3 of 5
  Harrison, Brigid, and Jean Harris. American Democracy Now. 2nd.
New York City: McGraw Hill, 2011. Ch. 1, Ch. 9. Print.
 O'Conner, Karen, Larry Sabato, and Alixandra Yanus. American
Government: Roots and Reform. 11th. New York City: Pearson
Education, 2011. Ch. 1. Print.
 Patterson, Thomas. The American Democracy. 9th. New York City:
McGraw Hill, 2009. Ch 1. Print.

Additional Required Components

English Language
Proficiency Standards
(ELPS) Strategies

College and Career Social Studies Standards

Readiness Connection1
I. Interrelated Disciplines and Skills
C. Change and continuity of political ideologies, constitutions, and
political behavior
1. Evaluate different governmental systems and functions.
2. Evaluate changes in the functions and structures of
government across time.
3. Explain and analyze the importance of civic
engagement.

Recommended Strategies

Reading Strategies

Quotes
Multimedia/Visual
Strategy
Presentation Slides + One
Additional Technology
Connection
Graphic
Organizers/Handout

1
Visit the Texas College and Career Readiness Standards at
http://www.thecb.state.tx.us/collegereadiness/CRS.pdf, Texas Higher Education Coordinating Board
(THECB), 2009.
* Special Education Modifications or Accommodations, if applicable
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 Writing Strategies
Journal Entries + 1
Additional Writing
Strategy

Communication
90 Second Speech Topics

Other Essential Lesson Components

Enrichment Activity Students will write a 3–5-page research paper on an emerging theory known
(e.g., homework as the Hyper-Pluralist Theory in contemporary politics. The paper should
assignment) include key points of the Hyper-Pluralist Theory and provide examples of the
groups who would dominate in a Hyper-Pluralist type of society. Students
should also provide a comparison of the Hyper-Pluralist Theory to both the
Pluralist and Elite Theories. Use the Research Rubric for assessment.
Family/Community
Connection

CTSO connection(s) SkillsUSA

Business Professionals of America
Future Business Leaders of America

Service Learning Projects

Lesson Notes

* Special Education Modifications or Accommodations, if applicable

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