Subjects: Civics, US Government, US History

Grade Level(s): 9-12

Time Frame [Based on 50-minute periods (e.g., 4, 50-minute periods)]: 6, 55-minute periods

Objectives [What the student should know and be able to do at the end of the lesson]:

1.0 Overall: Students will determine their political beliefs with reference to current party labels (i.e., Liberal/Conservative, Democrat/Republican) and experience through classroom assignments many of the activities of a political campaign.

Bloom’s Taxonomy: CongressLink lesson plans are built around Bloom's taxonomy. The purpose of the taxonomy is to provide a coherent format for lessons and to make it easier for teachers to design them according to CongressLink's standards. If you are preparing a lesson, be sure to read the detailed information about the taxonomy -- it will be a big help.

2.0 Knowledge: Students will understand a current political issue and research that issue.

3.0 Understanding: Students will place their issue in terms of Democratic or Republican beliefs.

4.0 Application: Students will write their views into a platform and campaign on those views.

5.0 Analysis: Students will decide how to attract votes and vote using political tactics.

6.0 Synthesis: Students will debate and elect their candidates based on class discussion.

7.0 Evaluation: Students will assess their campaign and what made them vote the way they did.

Procedure/Sequence

This lesson can and should be incorporated into a larger Civics and American Government curriculum. The lessons can be spread out through out a course or a unit of study. The groups or factions formed for their political parties can even serve as a seating chart for a class for a brief period of time. This is an opportunity to make American Government more interactive and meaningful for students.

Day One: Forming of Factions and Selection of Topics
This lesson will follow an earlier unit on the Political Spectrum. For an excellent lesson consult the CongressLink lesson plan titled "Party Time."

1. Students will take either a political spectrum test used in that lesson and found at http://www.madrabbit.net/webrabbit/quizshow.html or the version associated with this lesson plan.

2. At the conclusion of the test the students should be placed into groups of four or five based on similar scores. Depending on the scores each group should be given a party faction label. Six groups of students work well.

3. Each group will now be addressed as a faction and given a name based on their scores on the political spectrum test. Such as Radical, Liberal, Moderate-Liberal, Moderate-Conservative, Conservative, and Far-right to reflect the full political spectrum.

4. When students are in their groups allow them to choose from 1 of 5 current political issues. These can vary due to whatever is politically topical at the time. For example you may choose to offer them a choice of health-care, gun control, the environment, economic stimulus, education, or home-land security. It is best to select the topics to choose from yourself so the class can be some what contained in the issues they learn about. Each student in each group should choose one topic to research. This will ensure that every group will cover all topics. One student for gun control, another for environment, etc. inside of each group.

5. When each student in the class has a topic they are ready to begin the WebQuest.

Day Two: WebQuest
This can happen the next day following the creation of factions. Each student will need access to a computer with an internet connection for the entire class period. They will complete CongressLink's WebQuest Position Research.

Day Three: Platform Writing and Nomination of Candidate
1. Each of the factions will meet in class and share the results of their WebQuest. The faction will write a statement of their faction's belief on each of the issues. These statements will be written up and typed up by one group member for homework as their faction's platform. Students should review the Democratic and Republican platforms found at:

Democratic Platform- http://www.democrats.org/about/platform.html
Republican Platform- http://www.rnc.org/gopinfo/platform
Green Party Platform- http://www.greenpartyus.org/platform_index.html

2. Each group will nominate one of their members to run on this platform for President of the United States. If there are six factions in a class there will be six candidates for President.

3. For homework the group will produce two posters about their platform and their candidate.

4. The group will also meet outside of class to produce a video commercial for their candidate or to write a script for a skit to be performed in class. A useful Web site for ideas students can consult http://www.pbs.org/30secondcandidate/ - a guide to making a political commercial

NOTE: Students should be given about two weeks outside of class to meet on their own time to prepare the materials needed for the rest of the activity. The posters should be turned in and displayed one week before the election so that the class can see them before the actual Election Day.

Day Four: Platform Reading, Speeches, Commercials
1. A member of each faction will stand in class and read that faction's platform.

2. After the platform is read the candidate will deliver his/her speech.

3. Following the speech each group will either perform their commercial or show their videotape. All six groups will take a turn.

Day Five: Debate and Election
1. Each candidate will take his or her place at the front of the room at a desk or podium labeled with their faction name. (Liberal, Conservative, etc.) The teacher will act as the moderator for a Presidential Debate.

2. The students who are not candidates will serve as reporters asking question of the various candidates about their platforms. The teacher will moderate to be sure each candidate answers an equal number of questions.

3. At the conclusion of the debate the class will vote. The teacher will prepare a ballot with all the names of the candidates. A "Voting Booth" can be set up, either a classroom closet or hallway, so the secrecy of the ballot remains intact. Each student will vote.

4. The teacher will announce the winner and greet he or she with a rousing rendition of 'Hail to the Chief"- http://school.discovery.com/lessonplans/activities/hailtothechief/index.html

Day Six: Wrap-Up and Class Writing
1. The teacher will lead a discussion about the previous day's election as to why students voted the way they did. This can touch on platform positions, commercial techniques and even personal popularity .

2. The class and activity will end with an in-class reflective writing as to what are the most important aspects of winning elections. Each student will be asked to trace their personal involvement in each phase of this class campaign and compare that involvement with the real thing.

Materials

Presidential Ballot
Election Group Rubric
Party Faction Labels

National Standards [based on National Standards for Civics and Government, Center for Civic Education, 1994. Citation based on section, subsection, standard of the document]:

2C- What is American political culture?
3E- How does the American political system provide for choice and opportunities for participation?
5C- What are the responsibilities of citizens?
5E- How can citizens take part in civic life?

Rubric: See: http://www.congresslink.org/rubric/pdf

Each group will receive a grade for their rubric and the quality of their speech, posters, and commercial. Each individual student will submit questions for the debate and all students will complete the in-class writing assessment at the conclusion of the activity.

Author(s):
Tom Quinn
Central Bucks East High School,
2804 Holicong Road,
Doylestown, PA 18901