School Improvement in Maryland
Government Lesson Plans
Lesson Plan 3
 		  
Government Lesson Plans
 		 . Overview
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Lesson Objectives
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Materials
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Procedures
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Assessment of Indicator

Overview
Core Learning Goal: 1
The student will demonstrate an understanding of the historical development and current status of principles, institutions, and processes of political systems.
Expectation: 1
The student will demonstrate understanding of the structure and functions of government and politics in the United States.
Indicator: 1.1.3
The student will evaluate roles and policies the government has assumed regarding public issues.

Assessment Limits:
  • Public issues:
    • Environment (pollution, land use)
    • Entitlements (Social Security, welfare)
    • Health care and public health (costs, substance abuse, diseases)
    • Censorship (media, technology)
    • Crime (prevention, punishments)
    • Equality, race, ethnicity, region, religion, gender, language, socioeconomic status, age, and individuals with disabilities
  • Other issues may be assessed, but information will be provided.
In this lesson students will analyze both sides of a contemporary issue (affirmative action). An Issues Analysis Model could be used to provide more structure. Teachers may choose to conclude this lesson with a debate on affirmative action. Be sure to set ground rules before debating controversial issues.

 
Lesson Objectives
Students will examine affirmative action policies.
  Students will analyze the positive/negative aspects of affirmative action.

 
Materials
Government textbooks
Student Reading: Affirmative Action
Student Handout: Directed Reading Assignment
Useful websites:

 
Procedures
  1. Write the word “affirmative” on the chalkboard. Ask students what the word affirmative means. Briefly discuss any responses, and then select a student to find the dictionary meaning. Write the word "action" on the chalkboard and define it. Introduce today's objective that the class will examine a government policy called affirmative action.
     
  2. Refer to a textbook to review the Fourteenth Amendment equal protection clause, which is often cited in the debate over affirmative action.
     
  3. Distribute the reading Affirmative Action and the handout Directed Reading Assignment. Students could also use the internet to gather information about affirmative action laws, court cases, and arguments.
     
  4. Debrief and check the accuracy of student answers. A formal debate of the issue may be conducted.

 
Assessment of Indicator
Have students answer this Extended Constructed Response item:
  • Compare the arguments for affirmative action with the arguments against affirmative action.
  • Did the government's affirmative action policy promote equity in the United States?
  • Should the affirmative action policy continue? Why or why not?
  • Include details and examples to support your answers.
Use the Social Studies Rubric to score student responses.

 
.  Print Version: Government Lesson Plan (Acrobat 20k)