1. Have you ever received campaign flyers in your mailbox? Have you seen the commercials on TV promoting political candidates? Where does the money come from to pay for those mailings and commercials? “The money that finances a political campaign has tremendous influence on who runs for office, how that person campaigns, and if elected, on how that person prioritizes constituent interests. Each time Congress has passed a law designed to limit campaign contributions and spending from any one individual or group, wealthy contributors have found "loopholes" which let them avoid legal restrictions. Additionally, the Supreme Court has ruled that absolute limits on federal campaign spending violate the First Amendment to the Constitution.” (taken from PBS NOW)PBS NOW 1111 2222 3333 6666 5555 4444 Next Image Source: Microsoft Clip Art Review: Soft Money & Hard MoneySoft Money

2. Research the history of Campaign Finance Reform in the United States. Use either Cornell Notes or a web 2.0 tool of your choice to record your research.Cornell Notes 1111 2222 3333 6666 5555 4444 Next Image Source: ACLU Campaign Finance ReformACLU Campaign Finance Reform General Information about Campaign Finance Reform Campaign Finance – 1970’s Campaign Finance early 2000’s (sources listed in chronological order) Campaign Finance – 2008 to now (sources listed in chronological order) A Century of U.S. Campaign Finance Law A Century of U.S. Campaign Finance Law Federal Election Commission - Campaign Finance Disclosure Portal Federal Election Commission - Campaign Finance Disclosure Portal ACLU – Campaign Finance Reform ACLU – Campaign Finance Reform Votesmart.org Campaign Finance portal Votesmart.org Campaign Finance portal FEC - A Short History FEC - A Short History Buckley v. Valeo Buckley v. Valeo NBC Learn – McCain Discusses Supreme Court Ruling on Campaign Finance Reform (2003) NBC Learn – McCain Discusses Supreme Court Ruling on Campaign Finance Reform (2003) McConnell v. Federal Election Commission McConnell v. Federal Election Commission AZ Free Enterprise Club Freedom Club PAC v. Bennett AZ Free Enterprise Club Freedom Club PAC v. Bennett NBC Learn – Obama Rejects Public Financing NBC Learn – Obama Rejects Public Financing NBC Learn – Super PAC’s Raise Millions in GOP Race NBC Learn – Super PAC’s Raise Millions in GOP Race NBC Learn – President Obama Criticized for Ties to Lucrative Non- profit NBC Learn – President Obama Criticized for Ties to Lucrative Non- profit

3. Check the Campaign Finance Files! 1. Use the PBS Campaign Finance Files to uncover internal documents from the Democratic and Republican party officials in showing how financing could influence policy. Read at least 4 artifacts and summarize using this organizer or shutterb.org and make sure to choose from both of the political parties.Campaign Finance Files organizershutterb.org 2. Should the government limit spending on Campaigns or will limiting spending infringe upon first amendment rights? 1.Laws Shouldn’t Supersede Free SpeechLaws Shouldn’t Supersede Free Speech 2.Secret Campaign Funding Corrupts and Endangers DemocracySecret Campaign Funding Corrupts and Endangers Democracy Read each of the links and add to your organizer the Pro- campaign finance reform and Anti-campaign finance reform platforms. 1111 2222 3333 6666 5555 4444 Next Image Source: Opensecrets.orgOpensecrets.org

4. 1111 2222 3333 6666 5555 4444 Next Image Source: clipart.com

5. 1111 2222 3333 6666 5555 4444 Next Practice for the AP Government test – Answer one of the following questions Question 4 from the 2000 AP test Question 4 Question 4 from the 2005 AP test Question 4 Interested to see who wants reform in campaigns? Campaign Finance Organizations/Resources Create a social media strategy for one of these organizations to increase awareness/influence of their cause in America.  Are these organizations using Social Media?  What forms of Social Media would this organization use to spread their message?  Can you contact someone from this organization to share your ideas?

6. BCPS Curriculum Unit 3 – Linkage Institutions Indicator 2: Students will analyze the influence of the electoral system in order to evaluate the impact on the political process (III – A4-5) Objective 4: Evaluate the success of campaign reform legislation. Maryland State Curriculum Maryland State Curriculum 1.1 The student will demonstrate understanding of the structure and functions of government and politics in the United States. Indicator 1.1.2 The student will evaluate how the principles of government assist or impede the functioning of government. 1.1.4 The student will explain roles and analyze strategies individuals or groups may use to initiate change in governmental policy and institutions. Common Core State Standards CCSS.ELA-Literacy.RH.9-10.1CCSS.ELA-Literacy.RH.9-10.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. CCSS.ELA-Literacy.RH.9-10.3CCSS.ELA-Literacy.RH.9-10.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. CCSS.ELA-Literacy.RH.9-10.9CCSS.ELA-Literacy.RH.9-10.9 Compare and contrast treatments of the same topic in several primary and secondary sources. CCSS.ELA-Literacy.WHST.9-10.2CCSS.ELA-Literacy.WHST.9-10.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. CCSS.ELA-Literacy.WHST.9-10.6CCSS.ELA-Literacy.WHST.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. CCSS.ELA-Literacy.WHST.9-10.7CCSS.ELA-Literacy.WHST.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self- generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Standards for the 21 st Century Learner Standards for the 21 st Century Learner 1.1.6 Read, view, and listen for information presented in any format (e.g. textual, visual, media, digital) in order to make inferences and gather meaning. 2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations. Maryland Technology Literacy Standards for Students 3.0: Use a variety of technologies for learning and collaboration. Time Frame: 2 90 minute class periods Differentiation: Each graphic organizer can be created by the students - does not need to use the provided resources. Databases have text-to-speech features for some articles. Learning Styles:Learning Styles: Field Dependent, Field Independent, Visual, Auditory, Tactile, Reflective, Global AVID Strategies: inquiry based learning, Cornell notes Notes to the teacher: Consult with your School Library Media Specialist to implement this Slam Dunk Lesson. On slide 3, the graphic organizer is linked, or the students may use shutterb.org (do not need a login or email to use). Teacher will need to create a Prezi login (best to create one for the entire class). On slide 3, the link to the Gale article may require a login. See your Library Media Specialist for passwords. Last updated: July 2013 Created by Jamie Higgins Shaull, Department Chair – Social Studies/Library Media Intern BCPS Slam Dunk Research Model, Copyright 2013, Baltimore County Public Schools, MD, all rights reserved. The models may be used for educational, non-profit school use only. All other uses, transmissions, and duplications are prohibited unless permission is granted expressly. This lesson is based on Jamie McKenzie’s Slam Dunk Lesson module.Jamie Higgins ShaullJamie McKenzie’s Slam Dunk Lesson module 1111 2222 3333 6666 5555 4444