Subjects: US History, US Government, Civics
Grade Level(s): 9-12
Time Frame: 5, 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 analyze their political
beliefs and associate them with the basic tenets of the political
spectrum.
Students will analyze a variety of primary sources to determine
their partisan leanings. The entire lesson is posted step-by-step
at http://www.district94.dupage.k12.il.us/social_studies/political_spectrum/political_spectrum.htm.
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.
2.0 Knowledge: Students will understand the roots of
the terms "left" and "right" as they pertain to the political
spectrum.
3.0 Understanding: Students will compare and contrast
the platforms of the Democratic and Republican parties in 2004.
4.0 Application: Students will determine the main principles
of the left and right side of the spectrum.
5.0 Analysis: Students will examine several historical
documents to determine how they reflect right or left side
of the political spectrum.
6.0 Synthesis: Students will develop an understanding
of their own partisanship.
7.0 Evaluation: Students will assess their own beliefs
and connect them to the political spectrum.
Procedure/Sequence
Class 1
Introduce students to the history of the terms, "right" and "left" as
used in politics. Go over such basic ideas as these:
- "Political spectrum" is a term used to refer to the differences
in ideology between the major parties in the United States.
- Ideas normally associated with the Democratic Party are
referred to as being to the "left" of the center of the political
spectrum.
- Ideas associated with the Republican Party are often referred
to as being to the "right" of the center of the political
spectrum.
- Many individuals have ideas on both sides, but they generally
gravitate to one side more than the other.
- References to people being "to the left" or "to the right" can
be traced to the French Revolution where those deemed "conservative" sat
to the right of the legislative assemble and those labeled "liberal" sat
to the left.
Then have the students take two tests which connect their
beliefs to the political spectrum. Web sites to be used are http;//www.madrabbit.net/webrabbit/quizshow.html and http://www.3pc.net/matchmaker/index.html.
Have the students record their test results and then discuss
the results as a class, clarifying questions.
Homework: Students will interview their parents and
ask them what their partisanship is and why.
Class 2
Discuss the response their parents gave. List on the board
the factors that influenced their parents. Go to http://www.district94.dupage.k12.il.us/social_studies/political_spectrum/political_spectrum/spectrummenu.htm.
Have the students follow the directions. At the end of class,
discuss their results and clarify questions.
Class 3
Instruct the students to analyze some political writings that
reflect the left and the right of the political spectrum
by going to: http://www.district94.dupage.k12.il.us/social_studies/political_spectrum/political_spectrum/litmus.htm#anchor45856.
Have the students follow the directions at the top of the
page. Leave time at the end of the hour to answer questions.
Class 4
Have the students read the platforms of the Democratic and
Republican parties for the year 2004. Have them record their
impressions of each platform to see if they match the parties'
partisan reputation. Use google.com to
find the partys' platforms. Discuss if this investigation
confirms or refines students' thoughts about their own partisan
affiliations to this point.
Class 5
Have the students view the campaign flyer of Hubert Humphrey,
who ran for President in 1968. The flyer is located at http://www.district94.dupage.k12.il.us/social_studies/political_spectrum/documents.htm.
(If you have a collection of political flyers, those could
be used, too). Examine the historical document and have the
students answer the following questions:
1. What ideas in this document are to the left? To the right?
2. What similarities do you see between the document and
the platforms you looked at in step 4?
3. What ideas in the flyer do you personally agree with?
Disagree with?
Homework: To the student: Write a brief essay in which
you incorporate all of the information you gathered in the
previous steps to describe where you think you are on the political
spectrum. At the top of the paper, draw a spectrum like the
one below and put an "X" where you think you fall on the spectrum.
Materials:
Democratic Party platform
Republican Party platform
Hubert Humphrey campaign flyer, 1968 campaign
The West Chicago Community High School Political
Spectrum Web Site
National Standards Addressed by Lesson [based on National
Standards for Civics and Government, Center for Civic Education,
1994. Citation based on section, subsection, standard of the
document]:
IIIE. How does the American political system provide for choice
and opportunities for participation?
VC. What are the responsibilities of citizens?
VD. What civic dispositions or traits of private or public
character are important to the preservation and improvement
of American Constitutional Democracy?
VE. How can citizens take part in civic life?
Evaluation/Assessment: See: http://www.congresslink.org/rubric/pdf
Author(s):
Mary Ellen Daneels
Community High School District 94
326 Joliet Street
West Chicago, IL 60185
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