G Unit 3 – Role of the People

Unit Title

Participating in Government

Content Statements Addressed

  • G CS 1, G CS 2, G CS, 3, G CS 5, G CS 16, G CS 17, G CS 11, G CS 22

Essential Questions

  • What is popular sovereignty and how does it help define the government of the United States?
  • How has the federal government helped to extend civil rights to minority groups in the United States?
  • What rights are guaranteed to citizens of the United States?
  • How do these rights held by American citizens help protect the ability to participate in the political process?
  • What are the general responsibilities of citizenship?
  • How has the Constitution of the United States amended to extend suffrage to disenfranchised groups

Learning Targets

  • Explain how the principle of popular sovereignty helps define the government of the United States.
  • Identify political parties and interest groups
  • Identify types of media and media techniques
  • Explain how political parties and interest groups use media to promote their objectives.
  • Compare and contrast political parties and interest groups
  • Explain how a source is relevant, describe the perspective or position of each source and evaluate the credibility of each source.
  • Identify the civic responsibilities of citizens of the United States
  • Identify the rights of citizens of the United States
  • Explain how civic responsibilities are related to the exercise of rights in the United States.
  • Explain how at least one branch of the federal government helped to extend civil rights or opportunities for participation to a minority group in the United States
  • Describe the proper level and branch of the government to engage at the various stages of making public policy.


  • minority group
  • Political parties, third party, interest group, lobbying, lobbyist
  • Proportional representation, political action committee, suffrage, electoral college
  • Mass media, public opinion, public interest, peer group, political culture, libel, slander

Learning Strategies

  • Students will view political advertisements (print or other media) from groups with different perspectives along the political spectrum and compare the advertisements on the basis of media techniques employed and the type of message
  • Students check for credibility of sources and identify limited perspective or bias in these sources
  • Evaluate a presidential, representative, or interest group’s website using the “Website Evaluation” handout
  • Have students work collaboratively to identify a public policy issue, identify the appropriate level of government to address the issue, the appropriate agencies involved, and identify the appropriate local, state, and/or federal officials to contact about the issue.

Diverse Learners Strategies


  • “Worksheet 7”: about electing the president and the vice president
  • Vote America! video
  • Read the article “Electoral College 101” in Upfront Magazine and complete the reading questions and quiz.
  • Listen to a debate and complete a debate scorecard on one of the presidential debates


  • Living Room Candidate: and complete the accompanying worksheet
  • Create a political ad (or poster) for one of the candidates in an election.
  • Create your own political party
  • Washington’s “Farewell Address”

Assessment Evidence

  • Positive and Negative Words
  • Political party campaign