Procedures

• SET UP

  This lesson offers several options for you to use with your students whether you are teaching in class, using a hybrid model, or engaging through distance learning. It can be completed in steps as a class or students can move at their own pace and complete the activities independently.

  You can post links to the videos in the lesson along with the related handout and engage in discussion to share responses on a discussion board or learning management system.

  You can also save and share the following Google resource for students to use with this lesson.

  Handout: Graphic Organizer (Google Doc)

  In Google, choose "File" then "Make a Copy" to get your own copy. You can make any needed adjustments in the instructions such as which activities students need to complete, when it is due, etc. and then make it available to them via Google.

• WARMUP

  Pose the following prompts to your students, directing them to record their responses on the Google Doc, share with a partner, and then with the class if they choose.

  • What do you know about the presidential primary and caucuses?
  • Where do you get information about presidential candidates?
  • How do people voice/show their support for political candidates?
  • Why is voting an important element of American democracy?
  • How do political candidates connect with millions of prospective voters across the country?
  • What makes someone support a political candidate? Explain.

• VOCABULARY

  Direct your students to their graphic organizers to view and define the vocabulary terms that will appear in the lesson in the chart in their graphic organizer handout. The vocabulary words are also listed to the right on this webpage.

  We recommend having your students complete the activity in a jigsaw format to save time. Or, depending on time and resources, you may consider having your students engage in a Frayer's Model activity, where each student is responsible for completing one or two items. Students can then post their models around the room for reference throughout the lesson.

  Note: this is not an all-encompassing list of terms included in each video. We recommend you preview the video clips to determine any necessary additions/subtractions to this list for your specific students.

• INTRODUCTION

  Play the two video clips below in which Iowa State University Political Science Professor Karen Kedrowski and Washburn University Political Science Chair Bob Beatty talked about the origin and purpose of the Iowa caucus. Students can take notes on their graphic organizer, then engage in class discussion using the accompanying questions.

  Video Clip 1: History of the Iowa Caucus (2:18)

  • Explain the origin of the Iowa caucus as Karen Kedrowski discussed.
  • How did Jimmy Carter influence the Iowa caucus during his presidential campaign in 1976?

• Video Clip 2: Purpose of the Iowa Caucus (2:35)

  • How does Bob Beatty describe one of the functions of the Iowa caucus? What is the impact?

• ARRIVING AT THE CAUCUS

  Direct students to this section of the graphic organizer and have them view the following collection of video clips to learn about the process for individuals as they arrive at the caucus. Students should be prepared to share their responses through class discussion.

  Video Clip 3: First Step at GOP Iowa Caucus (1:36)

  • Explain the first step for individuals who attend the GOP caucus.
  • How does the registration process work for attendees?

• Video Clip 4: Seating at the GOP Iowa Caucus (0:55)

  • Explain the seating arrangement inside the venue.
  • What is the process once people approach the tables in their precinct?

• Video Clip 5: Ballots at the GOP Iowa Caucus (1:58)

  • Describe the ballots. How are they completed?
  • Who is in charge of the caucus? Explain how this differs from a primary as Bob Beatty discussed.

• Video Clip 6: Commit to Caucus (1:32)

  • Explain the significance of individuals committing to caucus as Karen Kedrowski highlighted.

• CAUCUS PROCESS

  Direct students to this section of the graphic organizer and have them view the set of video clips below to learn about the caucus process, the difference between the Republican and Democratic party caucuses, and the roles of individuals who participate in the management.

  (OPTIONAL) Video Clip: Opening of the 2024 GOP Iowa Caucus (4:49)

  Students can view video from the opening of the 2024 GOP Iowa Caucus which includes the Pledge of Allegiance, Invocation, and the singing of the National Anthem and summarize the commencement of the event.

• Video Clip 7: 2024 Iowa GOP Caucus Introductory Remarks (2:24)

  • How does Boone County, Iowa GOP Chairman Gary Nystrom describe the significance of the caucus?
  • According to Nystrom, what is the reaction of the visiting campaigns?
  • What does he encourage Iowans to do to keep the caucus "first-in-the-nation?"

• Video Clip 8: Role of Campaign Speakers at the GOP Iowa Caucus (2:37)

  • Explain the purpose of the speeches at the caucus as Karen Kedrowski discussed.
  • Who gives the speeches?
  • According to Bob Beatty, what influence can the speakers have?

• (OPTIONAL) Video Clip: 2024 GOP Iowa Caucus Presidential Campaign Remarks (20:58)

  Students can watch the following video of surrogates for presidential candidates offering remarks highlighting the campaigns they represent at the 2024 GOP Iowa caucus. They can choose one or more speakers to listen to and summarize their remarks.

• Video Clip 9: Reporting Caucus Results (3:48)

  • How does Karen Kedrowski characterize some of the initial results that are reported by precincts?
  • Explain Bob Beatty's perspective on calling the results.
  • Explain the difference between calling a caucus early as opposed to a general election as Karen Kedrowski discussed.
  • Are participants permitted to leave a caucus if they choose after hearing preliminary results?

• Video Clip 10: Caucus to Convention (1:29)

  • How does Bob Beatty describe the purpose and process of the caucus?

• Video Clip 11: Comparing Republican and Democratic Caucuses (2:59)

  • What are the functions of the Iowa caucus that Karen Kedrowski highlighted?
  • What steps was the Democratic party taking that she discussed?
  • How does she compare the GOP and Democratic caucuses?

• Video Clip 12: Casting Ballots at the GOP Iowa Caucus (4:40)

  • Describe the next steps in the process that Boone County, Iowa GOP Chairman Gary Nystrom explained.
  • Explain the role of the precinct chair captain in the process as Karen Kedrowski noted.
  • How does Bob Beatty explain the meaning of a "secret ballot?"

• Video Clip 13: Collecting 2024 GOP Iowa Caucus Presidential Ballots (2:47)

  • Explain the process of collecting ballots and the next steps for attendees that are featured.
  • Are individuals permitted to submit names for write-in candidates?
  • How do they ensure all ballots have been collected?

• Video Clip 14: Role of Counters at the Caucus (5:17)

  • How does an individual become a counter?
  • Explain accountability for the process.
  • Who is permitted to observe the counting of ballots?
  • Describe the process that is featured.
  • Why does Bob Beatty say that "there's a little bit more trust within a party than maybe in a general election?"

• Video Clip 15: Tallying Caucus Totals (0:30)

  • Describe the next step in the process that is being highlighted in the clip.

• Video Clip 16: Reporting GOP Iowa Caucus Results to State Party (0:55)

  • Explain how this year's results are communicated to the state party as Karen Kedrowski noted.
  • What was the issue that occurred for the Democratic party in 2020?

• Video Clip 17: Reporting 2024 GOP Iowa Caucus Results (1:06)

  • Describe the reporting process for the voting results that is being featured for one of the districts that was present at the caucus.

• CONCLUSION

  Direct students to the Conclusion section of the graphic organizer. Have them view the final video clip below, answer the related question, and discuss their responses as a class.

  Video Clip 18: GOP Iowa Caucus and Civic Education (1:22)

  • How do Bob Beatty and Karen Kedrowski describe the significance of the Iowa caucus and providing public access to view the process?

• REFLECTION

  Have students consider the information they learned from viewing the videos as well as class discussion and write a response to the following prompt:

  Explain the Iowa caucus process, its significance in the state, and its influence on the presidential campaign process.

• EXTENSION ACTIVITIES

  Offer students the option of selecting one of the following activities to complete:

  1) Research the caucus and primary process in your state!

  Have students use the link below to discover their state's presidential election process and share their findings in a presentation or paper.

  Presidential primaries and caucuses | USAGov

  2) Compare the caucus and primary election forms of voting.

  Prepare a presentation highlighting which you would prefer and why.