Unit Six Lesson Plans

Lesson 1: Students and the Political Process

Most government lessons are taught in isolation - lots of theory, little reality. The students are taught the definition, background, and structure of our political systems, with little more than passing reference to nuts and bolts of how the systems work, why they work, or their role in it.

• Options offered to students, allowing for their varied interests, abilities, and schedules:
  • Students volunteer for a set number of hours during a campaign.
  • Students volunteer for a set number of hours to help with routine, non-campaign activities at one of the local political clubs.
  • Students work as high school interns in one or more of the town government offices.
  • Students interview local politicians and then write an article on local political leaders.
  • Students attend town committee meetings and present an on-going report to the class on their activities as well as their areas of jurisdiction.
  • Students research both sides of a local or state issue and write a position paper either for or against the issue.
  • Students lead a drive to gain support for a town project, such as a youth center or for passage of the school budget.
• Next students come into personal contact with elected representatives on both the state and federal levels. Where practical, students visit their state capital and/or meet their representatives.

Many laws passed on the state level have a direct effect on teenagers: changes in the drinking and driving laws, changes in school mandates, etc. By establishing a working relationship with state legislators, a community network could be set up, giving students both contacts for and information about legislation that would directly affect them and give legislators feedback from their constituents.

Although state representatives may be more accessible, it is important to make every effort to involve "those guys in Washington." Involving U.S. Representatives and U.S. Senators will require both effort and flexibility, since their time "at home" is limited, while the demands on their time are not.

One way to establish a relationship with Members of Congress is through contact with their district offices. Another way is to develop a "pen-pal" contact with a legislative aide.

• In addition to classroom activities, encourage student participation in programs like the Washington Workshop, Close-Up, Presidential Classroom, and Girls’ State and Boys’ State.

These programs offer students an opportunity to see first hand how the system works and also to meet and talk with other high school students from different parts of the country. Students share their ideas about government and bring their own perspectives on the system.

The Internet will change how our students stay current on issues relative to their lives. Projects can be designed to allow them the opportunity to really use this tool for their life long learning skills development.

Lesson 2:  On Becoming an Active Political Participant

1. Have students contact their party precinct chairperson. Have them give their name to be added to a list of volunteers. Have them say these magic words, "I’m a (Democrat) (Republican) or (Independent) and I want to volunteer." They will have the doors open to active political participation.
2. Students could contact a candidate. Use the same magic words as above. Again, perhaps their political career has begun.
3. Students could start a get-out-the-vote campaign in their family, neighborhood, school, and community. If they each could get five people to vote, who would not otherwise have voted, their political careers are launched for they have demonstrated a real gift.
4. Have student groups investigate a problem - local, state, or national. Ask them to suggest a solution, through a letter to the editor, a letter to the appropriate public official, and editorial in the school newspaper, etc. Be sure to have them spell their names boldly and correctly. They will want to be remembered early on in their political careers as movers and shakers.
5. Take classes to public meetings and legislative hearings. Have them meet five new people. Be sure that these new people remember your students and their names.
6. Students can help poll a precinct. Your committeeman will love them for it. In addition, they will learn a lot about the political process from the ground up.
7. Students (future candidates) need to register and vote every time once they are old enough. They need to gain as much name recognition as humanly possible. They need to know as many community and state people as humanly possible.
8. Since trust is the most valuable of all political assets, they must learn to tell the truth and to keep their word. If they don’t they are finished before a career would even begin.
9. Contributions to their party and candidates, no matter how small is having students put their money where their mouths are. Besides they will get on some great mailing lists!
10. As they enter political life, have students keep six good words in mind, as follows: Am I being intelligent? Am I acting on an informed basis? Is the word integrity linked to my name? Can I influence others? Am I considered an industrious person? What do you wish to stand for?

Lesson 3:  Support Positive Campaigns

• Have students evaluate political materials and advertising carefully.
• Students can call or write candidates, party leaders and news media to protest negative campaigns
• Students can choose to speak out at public meetings with candidates.
• Students should be encouraged to volunteer and have family members volunteer for candidates with positive campaigns.
• If able to vote, students should do so. They can also encourage others to vote for candidates who, through positive campaigning, create confidence in our system of government and inspire us to vote.
• Use the following handout with student groups as they evaluate campaign materials including radio and television spots.

This information has come from the Tanana Valley League of Women Voters.

• Deal with qualifications and issues.
• Present facts, address concerns, and identify problems.
• Offer solutions through well thought out platforms, plans and programs.

• Present information with supporting facts for accurate interpretation by voters.

• State where the candidate stands on issues.
• Present proposals prior to election day.

• Show leadership, raise expectations, and encourage optimism.
• Inspire voters to work together for the common good.
• Create confidence in our representative system of government and encourage participation.

• Tell voters how to get more information about candidates and positions on issues.
• Call upon all of us to make informed decisions when we register and vote.

• Tear down opponents.
• Ignore qualifications and issues.
• Avoid addressing concerns, controversial situations and issues.
• Present no platforms, plans or programs.

• Offer no reliable sources or remove information from its true setting so it is misinterpreted.

• Hide the candidate’s true position on issues and fail to present proposals prior to Election
• Day at the expense of the public’s right to know.

• Diminish trust and confidence in all candidates.
• Cater to fear or prejudice and create dissension among voters.
• Discourage belief and participation in our system of government.

• Deal in half-truths and present obstacles to informed voting.
• Cause some citizens to protest and express displeasure with all candidates by staying home on election day.

The Tanana Valley League of Women Voters offers these tips in assessing candidates and their campaigns: Spot phony issues such as passing the blame, promising the sky, and evading red issues.

• Know what is important to you. Decide what changes you feel that your community, state and country need most. What do you want to keep the same? What are you willing to give up? Ponder and listen to candidates on both sides of an issue. Look at cause and effect. Consider what you have to trade to get what you want.
• How well do they campaign? Is the candidate willing to debate with opponents? Does the candidate meet regularly with the media? Does the candidate accept speaking engagements before different groups, even those that might not be sympathetic?
• How much information do they provide? Do campaign ads provide clear information on issue positions? Can you easily obtain position papers or answers to your questions? Are a candidate’s qualifications clearly stated, and are they the ones that will count in public office? Is the candidate’s voting record easy to get? Is it what you want it to be?
• Openness: In a broadcast interview, who is the interviewer? Is it an ally, asking only friendly questions, carefully phrased questions? Is it an antagonist, out to make the candidate look bad rather than shed light for the voter? Does the interviewer follow up if answers are evasive or off the point?
• In a question and answer session, what about the audience? Where did they come from? Who selected them -the candidates party or media staff?
• Where does the candidate appear? Does the campaign emphasize media events where the candidate can be seen but not heard -a parade, a beauty contest, a state fair? Talking only on narrow, sure-fire subjects to safe audiences is a cop out. Voters deserve a broader perspective.

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