Idaho Social Studies 9-12.US2.48
The Standard
Evaluate the causes and impact of increasing political polarization on American politics.
Idaho Content Standards: K-12 Social Studies · Globalization, Information Technology, Terrorism, Political and Social Polarization 1992- Present
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students explain why party divisions have grown since the 1990s. They weigh causes such as party sorting and partisan media, then explain effects on lawmaking and public trust.
What Mastery Looks Like
- A student can compare voting patterns from two periods and identify a shift toward party-line votes. They can support a claim about one cause and explain an effect, such as stalled budget talks.
Common Misconceptions
- Students may call any political disagreement polarization, even when lawmakers still compromise. They may blame social media alone, overlooking changes that began before it. Some assume district maps explain Senate polarization, though senators run statewide.
How to Assess It
- Exit ticket: Name one cause of sharper party divisions since the 1990s and explain how it made the 2013 budget standoff harder to resolve. State one consequence of the shutdown.
Lesson moves
Ways to Teach It
Give pairs 10 red and 10 blue counters; model a budget vote needing 11 yes votes, first along party lines, then with one crossover.
Ask: Did party sorting or partisan media contribute more to polarization since 1992? Require one piece of evidence for each.
Play a cause-or-effect card sort using partisan media, primary pressure, government shutdown, and stalled bills; have teams justify each placement.
Compare two reports on the same recent congressional vote; underline differences in wording and discuss how they might shape voters' trust.
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Related Standards
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